Critically discuss the role of the nurse in promoting health for patients and their family members. Select one national health promotion campaign as the basis for your discussion, and, using evidence-based material
NURS101 The Art and Science of Nursing Continuous Assessment 2 Essay 2026
| Word Count | 1500 words, +/- 10% |
|---|---|
| Assessment Type | Essay |
| Assessment Title | Continuous Assessment 2 |
| Academic Year | 2026 |
NURS101 Continuous Assessment 2
Essay On Health Promotion
The aim of this assessment is to facilitate students to critically discuss the role of the nurse in health promotion and with a particular emphasis on national initiatives.
This assessment supports you to achieve the following module learning outcomes:
- Develop critical reading skills and apply these to professional nursing literature
- Develop and implement the skills of academic writing and professional reflection Examine and summarise the role of the nurse in health promotion with reference to national and international policy
Assessment Guideline
Critically discuss the role of the nurse in promoting health for patients and their family members.
Select one national health promotion campaign as the basis for your discussion, and, using evidence-based material, discuss the role of the nurse in influencing these health improvements for the population.
Introduction
Include the overall aim of the assessment as well as a brief introduction to the major aims of national health promotion campaigns and the role of the nurse as a health promotion advocate.
Body of Essay
Discuss your chosen national health promotion campaign and the contribution of nursing to the success of this initiative. Support your answer with evidence-based practice.
Conclusion
Summarise your findings and concluding remarks, including recommendations for the health promotion function in nursing care.
Word count
1500 words, +/- 10% (excluding references)
Reference List
Utilise and reference appropriate research in the assignment and compile a reference list using the HC Harvard Referencing system. For this assessment, approximately eight references would be advised.
General Assessment Guidelines for Students-4.pdf
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Marking Criteria
This assignment is worth 50% of the modules overall grade.
The assignment will be marked using Hibernia Colleges marking scheme.
This marking scheme will be used by examiners when grading all theoretical assessments. *Pass by compensation will only apply in line with QQI Assessment and Standards and the Programme Regulations. Students are advised to consult the programme director (or nominee) or contact the Examinations Office for more information.
| Mark/level | Knowledge | Comprehension | Analysis | Synthesis | Evaluation | Language | Referencing |
| 90%+
Outstanding | Outstandingly good use of literature from a wide range of disciplines relevant to the area | Exceptional good use of solving complex problems with sound conclusion | Outstandingly welldeveloped, logical argument; clear structure and presentation | Exceptional level of creative, independent, imaginative thinking; develops new ways of viewing things | Exceptionally high level of critical evaluation; identifies all implications of research critique | Outstanding use of Standard English with proposition of new hypotheses; no grammatical or spelling errors | No referencing errors; excellent reference list; Hibernia College Harvard style used; originality in the use of quotations |
| 80–89%
Excellent | Excellent use of literature from a wide range of disciplines; mainly primary sources | Excellent use of explanation; specialised vocabulary with sound conclusion | Excellent development with logical argument; clear structure and presentation | Excellent level of independent and creative thinking; frequent generation of new ways of viewing issues | Excellent level of critical review; highly articulate reviews of major and minor relevant issues | Excellent use of Standard English with proposition of new hypotheses; no grammatical or spelling errors | Excellent reference list; no referencing errors; Hibernia College Harvard style used; creative use of quotations |
| 70–79%
Very good | Very good use of literature from a range of disciplines relevant to the area; a small number of secondary sources | Very good use of explanation and conclusion; question answered fully | Very well developed with logical argument; clear structure and presentation | Very good level of independent and creative thinking; frequent generation of new ways of viewing issues; makes good links between areas | Very good critical thinking demonstrated; evaluates major and minor issues of relevance | Very good use of Standard English with distinct personal style; no grammatical or spelling errors | No referencing errors; very good list of references; Hibernia College Harvard style used; creative use of quotations |
| 60–69%
Good | Evidence of highly relevant knowledge and principles; use of relevant, up-to-date research | Good use of explanation and conclusion; may omit one or two minor issues | Clearly developed logical argument; good structure and presentation | Good level of independent and creative thinking; a number of new ways of viewing issues; makes relevant links | Strengths and weaknesses of material identified; reviews major and minor issues | Good use of Standard English; no grammatical or spelling errors | Good list of references; Hibernia College Harvard style used; appropriate use of quotations; minor referencing errors |
| 50–59%
Fair | Evidence of relevant knowledge and principles; uses relevant but not always up-to-date research | Fairly good use of explanation and conclusion; partially answered the question | Adequately developed argument; fairly clear structure and presentation | Adequate level of independent thinking; a number of new ways of viewing issues; demonstrates some links | Identifies major and some minor issues; evaluates major strengths and weaknesses | Acceptable use of Standard English; no or few grammatical or spelling errors | A few missing or inaccurate references; adequate reference list; Hibernia College Harvard style used; too many direct quotations used |
| 40–49%
Pass – acceptable | Mainly descriptive use of knowledge; little research used; mostly secondary sources | Adequate explanation and conclusion; some aspects of the question answered | Structure not entirely clear; thinking occasionally confused | Minimal level of independent thinking; infrequent new ways of viewing issues; few links demonstrated | Most major issues identified; limited critical appraisal of major strengths and weaknesses | Adequate use of Standard English; meaning clear; some grammatical and/or spelling errors | Several missing or inaccurate references; short reference list; Hibernia College Harvard style used; excessive use of quotations |
| 35–39%
Fail/possible compensation* | Inadequate or outdated knowledge; some research cited but much not recent or relevant | Poor explanation and conclusion; answer omitted some essential issues | Weak structure and some confusion in presenting the argument | No real evidence of independent thinking; does not generate new ways of viewing issues; very few links | Mainly descriptive with little critical appraisal; few issues identified | Inadequate use of Standard English but, generally, can be understood; some grammatical and spelling errors | Many referencing errors; inadequate reference list; wrong style used; too many quotations |
| 0–34% Fail | Inaccurate, outdated and virtually no relevant knowledge; minimal research | Inadequate explanation and conclusion; few or virtually no relevant points | Virtually no structure and significant confusion in the argument | No real evidence of independent thinking; no new ways of viewing issues; virtually no links demonstrated | Appraisal not present; no major issues identified |
