Assessment Task Create an evidence-informedcritical exploration of delivering safe and high quality adult nursing care through addressing the following points: Identify and critically discuss how a risk assessment strategyis used in adult nursing
NUR6077 Delivering High Quality, Safe Nursing Care within Adult Nursing Assessment
Assessment Information
Credits: 20
Semester:2&3
Module Leader:Andrea Driver – Williams, Arabella Baker,Kara Fereday
Email: nur6077@bcu.ac.uk
Overview
| Assessment(s) | Category | Type | Scope |
| 1 | Coursework | Essay | 3000 words |
Assessment 1
Essay
100%
Submission Date: Monday, the 15th of September2025 at 12.00(DSS before12 noon on the 24th September 2025).
Assessment Title:
A critical exploration of delivering safe and high quality adult nursing care.
Assessment Task
Create an evidence-informedcritical exploration of delivering safe and high quality adult nursing care through addressing the following points:
- Identify and critically discuss how a risk assessment strategyis used in adult nursing to promote safe high-quality care.
- Choose and evaluate afactorthat can influence the newly qualified nursesdelivery of safe high-quality adult nursing care
- Critically appraise underpinning research evidence used.
Submission Details
15thSeptember 2025 by 12.00 and DSS submissions 24th September 2025 by 12.00.
To allow for anonymous marking please do not put your name anywhere on your assignment/coversheet documents. Please upload two files to the NUR6077 assignment Moodle submission point as follows:
- File 1: the assignment coversheet/feedback form with your student number
- File 2: your assignment and reference list with your student number.
- If you are having IT (Information Technology) difficulties that is affecting your ability to submit this assignment to deadline, please contact IT Help Desk for support and notify NUR6077@bcu.ac.uk
Ensure you don’t leave your submission as a ‘draft’, but fully submit and tick the Turnitin declaration.”
You may wish to detail the file format i.e MS Word/ pdf/ MS PowerPoint/ mp4 etc. and other format
requirements specific to your assessment task.
You are required to use font Arial, size 11, with a 1.5 spacing. BCU Harvard referencing style should be used. More information on referencing is available here: Library Services
Assessment Support
The module includes the following opportunities to support you with your assignment submission:
- Assignment checklist to support you toward successful assignment completion. How to appraise a research study.
- Timetabled optional literature search support session with the librarian to support you to find high quality research and other peer-reviewed literature for this assignment.
- Timetabled academic writing session with the academic development department to support you to develop your academic writing.
- The module teaching team have timetabled an assignment launch,three assignment support sessions and an assignment recap session. If you have assignment questions, please ask a member of the teaching team during one of the timetabled assignment support sessions.
- You are recommended to useNUR6077 reading list material to support you with writing aspects of your assignment. The link to the reading list is:Reading List
- The module teaching team will answer assignment questions posted on Hot Question.
- The module teaching team will answer personal queries sent to the module email address NUR6077@BCU.ac.uk.
- For one-to-one assignment referencing, academic writing and critical writing at Level 6 support please book a one to one with ADD. The link is HELS ADD Tutorials (office.com). Alternatively, book a one to one with CAS. The link is: Centre for Academic Success - student support | Birmingham City University (bcu.ac.uk)
| Marking Criteria | Marking Rubric | ||||||
| Criterion 1 | 0-19% Fail | 20-39% Fail | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| Does not address the assignment brief. | Addresses the Assignment Brief. | ||||||
| Structure, Organisation, and Communication of Ideas. | Very poor structure, organisation, and communication of ideas.
For example:
No introduction.
Discussions and topics are not relevant or are incomplete.
No conclusion. | Poor structure, organisation, and communication of ideas.
For example:
No appropriate introduction.
Discussions and topics are incomplete, and most of the points are difficult to follow.
No appropriate conclusion.
| Satisfactory structure, organisation, and communication of ideas.
For example:
Introduction is superficial.
Discussion and topics are complete and mostly relevant, but points are not always clear to follow.
Some paragraphs may include conclusions but do not connect to the next paragraph.
Conclusion is superficial. | Good structure, organisation, and communication of ideas.
For example:
Has an introduction.
Discussions and topics are complete, relevant, and points are clear to follow.
Some paragraphs conclude, with some attempt at connections made between paragraphs.
Has a conclusion.
| Very good structure, organisation, and communication of ideas.
For example:
Introduction connects to the points in the main body.
Discussions and topics are complete, relevant and points have some logical order.
All paragraphs conclude with some connections made between paragraphs.
Conclusion connects with the points made in the main body.
| Excellent structure, organisation, and communication of ideas.
For example:
Introduction provides context to the points in the main body.
Discussions and topics are complete, relevant and have a logical order.
All paragraphs conclude with connections made between all paragraphs.
Conclusion connects with the points made in the main body, providing overall context. | Outstanding structure, organisation, and communication of ideas.
For example:
Introduction clearly states the main argument and provides context to the points in the main body.
Discussions and topics are complete, relevant and have a logical order which aligns to the main argument.
All paragraphs flow from one to the next and have conclusions that connect to the main argument.
Conclusion synthesises points made in the main body and aligns to the main argument. |
Marking Criteria | Marking Rubric | ||||||
| Criterion 2 | 0-19% Fail | 20-39% Fail | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| Does not address the assignment brief. | Addresses the Assignment Brief. | ||||||
| Knowledge and Understanding. | Very poordemonstration of knowledge and understanding.
For example:
Does not demonstrate an any understanding of the subject area. | Poordemonstration of knowledge and understanding.
For example:
Does not demonstrate an understanding of the subject area.
Works shows insufficient knowledge and understanding of key concepts and ideas.
Work contains misunderstandings and factual errors.
| Satisfactorydemonstration of knowledge and understanding.
For example:
Demonstrates an adequate understanding of the subject area.
Work shows an adequate knowledge and understanding of key concepts and ideas.
Work contains minimal misunderstandings and few factual errors. | Gooddemonstration of knowledge and understanding.
For example:
Demonstrates a reasonable understanding of the subject area.
Work shows a reasonable knowledge and understanding of key concepts and ideas.
Work contains minimal misunderstandings, but no factual errors. | Very gooddemonstration of knowledge and understanding.
For example:
Demonstrates a convincing understanding of the subject area.
Work shows substantial knowledge and a purposeful attempt at understanding key concepts and ideas.
Work contains no misunderstandings, and no factual errors. | Excellentdemonstration of knowledge and understanding.
For example:
Demonstrates a compelling understanding of the subject area.
Work shows extensive knowledge and a thorough attempt at understanding key concepts and ideas.
Work contains no misunderstandings, and no factual errors. | Outstandingdemonstration of knowledge and understanding.
For example:
Demonstrates extensive understanding of the subject area.
Work shows sophisticated knowledge with effective and at times insightful understanding of key concepts and ideas.
Work contains no misunderstandings, and no factual errors. |
| Marking Criteria | Marking Rubric | ||||||
| Criterion 3 | 0-19% Fail | 20-39% Fail | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| Does not address the assignment brief. | Addresses the Assignment Brief. | ||||||
| Application of Critical Thinking. | Very poorapplication of critical thinking.
For example:
Presents ideas as bullet points.
No evidence of reading.
Content is reduced to student viewpoints and opinions only.
No attempt at identifying strengths and weaknesses.
No attempt to draw conclusions.
| Poorapplication of critical thinking.
For example:
Very descriptive.
Inadequate evidence of reading.
Content is reduced to mainly student viewpoints and opinions only.
Inadequate attempt at analysis.
Inadequate attempt to draw conclusions.
| Satisfactoryapplication of critical thinking.
For example:
Some descriptive thinking evident.
Evidence of reading.
Content of sources are described, but no attempt to explain.
An attempt at analysis that is reduced to strengths and weaknesses.
An attempt to draw conclusions. | Goodapplication of critical thinking.
For example:
Consistent critical thinking.
Adequate evidence of reading.
Content of sources are described with an attempt to explain.
Adequate attempt at analysis that at times considers different viewpoints.
Adequate attempt to draw conclusions. | Very goodapplication of critical thinking.
For example:
Consistent critical thinking.
Engages with key reading.
Content of sources are explained, explored, and used to develop an appropriate academic discussion.
Analysis that: Explores. Compares and contrasts.
Draws conclusions. | Excellentapplication of critical thinking.
For example:
Consistent critical thinking.
Engages with key and wider reading.
Content of sources are explained, explored, evaluated, and used to develop an academic discussion.
Analysis that: Explores. Compares and contrasts. Evaluates.
Draws informed conclusions. | Outstandingapplication of critical thinking.
For example:
Constant critical thinking.
Engages with key and wider reading.
Content of sources are explained, explored, evaluated, and at times interpreted to develop an academic discussion.
Analysis that: Explores. Compares and contrasts. Evaluates. Synthesises.
Draws informed and persuasive conclusions. |
| Marking Criteria | Marking Rubric | ||||||
| Criterion 4 | 0-19% Fail | 20-39% Fail | 40-49% | 50-59% | 60-69% | 70-79% | 80-100% |
| Referencing and Citing of Sources to Support Work. | Very poor referencing and citing of sources to support work.
For example:
No sources are cited.
No reference list provided. | Poor referencing and citing of sources to support work.
For example:
Limited sources are cited.
A limited reference list provided.
Quotations used out of context.
No paraphrasing.
No key authors cited or referenced.
No engagement with module reading list.
Use of inappropriate sources – all websites.
Many sources are missing a citation or a reference list item.
Inaccurate use of the BCU Harvard referencing system. | Satisfactory referencing and citing of sources to support work.
For example:
Sources are cited.
Reference list provided.
Work relies heavily on using quotations superficially.
Attempts at paraphrasing.
Few key authors cited or referenced.
Little engagement with module reading list.
Moderate use of inappropriate sources.
Little variety in sources used.
Some sources are missing a citation or a reference list item.
Few inaccuracies when using the BCU Harvard referencing system. | Good referencing and citing of sources to support work.
For example:
Sources are cited.
Reference list provided.
Paraphrasing demonstrates understanding of reading.
Quotations used appropriately.
Key authors cited and referenced.
Engages with module reading list.
Some variety in sources used.
Majority sources have a citation and a reference list item.
Few inaccuracies when using the BCU Harvard referencing system. | Very good referencing and citing of sources to support work.
For example:
Sources are cited.
Reference list provided.
Paraphrasing demonstrates accuracy of understanding the reading.
Quotations used and explained.
Key authors cited and referenced.
Engages with the module reading list with some wider reading.
All sources have a citation and a reference list item.
Few inaccuracies when using the BCU Harvard referencing system.
| Excellent referencing and citing of sources to support work.
For example:
Sources are cited.
Reference list provided.
Paraphrasing demonstrates accuracy of understanding the reading.
Quotations used and explored.
Engages both key authors and some of the module reading list to develop and construct academic discussion.
Wider reading beyond the module reading list is evident.
All sources have a citation and a reference list item.
Few inaccuracies when using the BCU Harvard referencing system.
| Outstanding referencing and citing of sources to support work.
For example:
Sources are cited.
Reference list provided.
Paraphrasing demonstrates accuracy of understanding the reading and integrated within the discussion.
Quotations used effectively and in an insightful way.
Engages both the key authors and the specific sources from the module reading list to develop and construct persuasive academic discussion.
Wider and deeper reading is evident.
All sources have a citation, a reference list item, and is fully accurate using the BCU Harvard referencing system. |
