NUR5080 Improving Quality and Safety in a Global Context Assessment Information Credits: 20 Semester: 3 2026 Overview Improving Quality and Safety in a Global Context NUR5080 Level 5 Assess
NUR5080 Improving Quality and Safety in a Global Context Assessment Information
Credits: 20
Semester: 3
2026
Overview Improving Quality and Safety in a Global Context
NUR5080
Level 5
Assessment(s)
Type
Coursework In-Person Exam
Task
Word count or time limit
Weighting
Delete as appropriate
1
Coursework
Essay
2000 Words
100%
Assessment Information (Please complete this separately for every item of assessment included on the Module.
Submission Date(s) and Time:
Assessment Task:
Essay
Assessment Title:
Consider health approaches and policies in the UK through examination of safety, quality and health inequalities.
Things to include:
Considering one of the wider determinants of health in the UK, demonstrate using wider literature and critical thinking, how related health inequalities impact patient/service users’ quality of life. Examine how this influences Nurses’ delivery of safe, high-quality healthcare and patient self-management of health.
You must:
Critically discuss which health inequalities are influenced by this determinant of health and why Explore the health policies, guidelines and frameworks that underpin nursing practice to deliver safe, ethical and evidence informed care Identify how healthcare staff support and empower people to manage their own health. Completion of this assessment will address the following learning outcomes:
1
Analyse evidence, policy and ethical frameworks regarding safety and quality.
2
Debate the wider determinants of health in a UK and global context
3
Examine the impact of health inequalities and vulnerabilities that influence well-being
4
Apply evidence informed approaches to behaviour change to help people manage their own health.
Referencing Style BCU Harvard
More information on referencing is available here: https://www.bcu.ac.uk/library/services-and-support/referencing
Submission Details You are required to use font Arial, size 11, with a 1.5 spacing. You must complete a cover sheet for this assessment which can be found on the assignment submission page on Moodle. The first submission for this assessment will be marked anonymously and should show your student number only. This coursework assessment must be submitted via Moodle. Ensure you don’t leave your submission as a ‘draft’, but fully submit and tick the Turnitin declaration.
Assessment Support You will receive support from the module team and teaching content throughout the module.
The teaching content includes two module assignment tutorials. Before the second tutorial, we will seek your feedback on areas of the assignment you would like more support with. The second tutorial is then tailored to cater for this and to address areas of uncertainty.
The teaching content also includes two assignment writing clinics where members of the module team are available to discuss the assignment, look at draft assignment plans and answer queries. This provides individualised support.
Lecture content will be clearly linked to the assignment where appropriate. Assignment support documents are available on your Moodle page. Additionally, you have access to Hot Questions via your Moodle page, which are answered weekly by the module team.
The University has a designated student support service known as the Centre for Academic Success. Here you will find support for a range of academic skills. You should also review the wide range of support and help from the library.
Use of Artificial Intelligence in Assessment Module leaders please select as appropriate and delete those that do not apply to the assessment task. Please see Guidance Document
Key Links: Student AI Guidelines Staff AI Guidelines For this assessment, AI is: PROBHIBITED
You MUST NOT use any generative Artificial Intelligence in this assessment unless specifically authorised for reasonable adjustments. You MAY use non-generative tools such as a spell-check, basic grammar check (non-generative), calculator or similar. If you have any doubts about using an AI tool, please consult the Student AI Guidelinesor ask your tutor. Key Information Conditions of Progression
You must achieve an average module grade of 40% to successfully pass the module. If you fail at first attempt, there will be one final opportunity to pass the module during the resubmission period with the pass grade capped at 40%.
Late or Non-Submission/ Attendance
Where you are required to submit assessment by a certain deadline (for example essays, case studies or physical artifacts) but you fail to meet the deadline, your mark will be reduced in accordance with the Late Submissions Policy.
This Policy does not apply where the assessment is ‘in-person’ such as exams and in-class tests.
Word Count
For written tasks where word counts are specified.
The word count for this module assessment is shown under the assessment task. A +10% margin of tolerance is applied, beyond which nothing further will be marked. Marks cannot be awarded for any learning outcomes addressed outside the word count.
The word count refers to everything in the main body of the text (including headings, tables, citations, quotes, lists etc.). Everything before (i.e. abstract, acknowledgements, contents, executive summaries etc.) and after the main text (i.e. references, appendices) is not included in the word count limit.
For in-person assessments time limits will be applied and clearly outlined to you.
Academic Integrity Guidance
Academic integrity is the attitude of approaching your academic work honestly, by completing your own original work, attributing, and acknowledging your sources when necessary. Understanding good academic practice in written and oral work is a key element of academic integrity. It is a positive aspect of joining an academic community, showing familiarity with, and acknowledging sources of evidence. The skills you require at higher education may differ from those learned elsewhere such as school or college.
You will be required to follow specific academic conventions which include acknowledging the work of others through appropriate referencing and citation as explicitly as possible. If you include ideas or quotations which have not been appropriately acknowledged, this may be seen as plagiarism which is a form of academic misconduct. If you require support around referencing please contact the Centre for Academic Success.
It is important to recognise that seeking out learning around academic integrity will help reduce the risk of misconduct in your work. Skills such as paraphrasing, referencing and citation are integral to acting with integrity and you can develop and advance these key academic skills through the Faculty’s Academic Development Department.
Use of Artificial Intelligence
Whilst AI tools can be helpful in assisting learning, when it comes to assessment, the Academic Misconduct Procedure is clear that this should be a student’s own original work and not the work of other people or AI tools.
The Use of AI Tools – Student Guidelinesfollows the same guidelines your lecturers use. If you are unsure of whether AI is appropriate within your work, please read the guidelines or ask your lecturer. For advice and guidance around academic writing, please visit the Centre for Academic Success.
Academic Misconduct
Academic misconduct is conduct which has or may have the effect of providing you with an unfair advantage by relying on dishonest means to gain advantage and which therefore compromises your academic integrity.
The Academic Misconduct Procedure sets out the process we will follow, and the penalties we may apply, in cases where we believe you may have compromised your academic integrity by committing academic misconduct.
The Academic Misconduct Procedure and information about academic support is available at:
https://icity.bcu.ac.uk/Student-Affairs/Appeals-and-
Resolutions/Academic-Misconduct-Procedure
Turnitin: Similarity checking
It is advisable to obtain a formative Turnitin scan before submitting your work to support you in identifying areas which may need altering. Please visit the University`s ‘Turnitin at BCU’ Moodle site.
Work that is submitted and scanned through this service is not stored on the main Turnitin system and this is not your submitted work.
Please note this does not provide a report regarding AI generated work.
Extenuating Circumstances
For further details on the Extenuating Circumstances Procedure please see the iCity page below:
https://icity.bcu.ac.uk/student-affairs/appeals-and-
resolutions/extenuating-circumstances-procedure
Where to get help
The University has a designated student support service known as the Centre for Academic Success. Here you will find support for a range of academic skillsYou also should also review the wide range of support and help from the library.
Level 5 Descriptor
This level descriptor describes what is required for a student to pass at the minimum threshold of this academic level.
Students will have a substantial knowledge base of established key course themes and will be able to communicate/present ideas accurately in a logical manner. They will be able to apply the principles of critical thinking that demonstrate active engagement with established key course themes to formulate sound and valid conclusions. Students will be able to recognise the relevance of different forms of information, be able to independently search and access key texts and use this literature to create persuasive conclusions, that can be applied within wider aspects of their area of study.
Marking Criteria
Marking Rubric
Criterion 1
80-100%
70-79%
60-69%
50-59%
40-49%
20-39%
Fail
0-19%
Fail
Addresses the assignment brief
Does not address the assignment brief
Structure, Organisation, and Communication of Ideas.
Outstanding structure, organisation, and communication of ideas.
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.
Very good structure, organisation, and communication of ideas.
Good structure, organisation, and communication of ideas.
Satisfactory structure, organisation, and communication of ideas.
Poor structure, organisation, and communication of ideas.
Very poor structure, organisation, and communication of ideas.
For example:
For example:
For example:
For example:
For example:
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.
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.
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.
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.
No appropriate introduction.
Discussions and topics are incomplete, and most of the points are difficult to follow.
No appropriate conclusion.
No introduction.
Discussions and topics are not relevant or are incomplete.
No conclusion.
Conclusion synthesises points made in the main body and aligns to the main argument.
BCU Generic Marking Criteria and Rubric Marking Criteria
Marking Rubric
Criterion 2
80-100%
70-79%
60-69%
50-59%
40-49%
20-39%
Fail
0-19%
Fail
Addresses the assignment brief
Does not address the assignment brief
Knowledge and Understanding.
Outstanding demonstration of knowledge and understanding.
Excellent demonstration of knowledge and understanding.
Very good demonstration of knowledge and understanding.
Good demonstration of knowledge and understanding.
Satisfactory demonstration of knowledge and understanding.
Poor demonstration of knowledge and understanding.
Very poor demonstration of knowledge and understanding.
For example:
For example:
For example:
For example:
For example:
For example:
For example:
Demonstrates extensive understanding of the subject area.
Work shows extensive knowledge and an effective and at times insightful understanding of key concepts and ideas.
Work contains no misunderstandings,
and no factual errors.
Demonstrates a substantial understanding of the subject area.
Work shows substantial knowledge and a thorough attempt at understanding key concepts and ideas.
Work contains no misunderstandings,
and no factual errors.
Demonstrates a clear understanding of the subject area.
Work shows basic knowledge and a purposeful attempt at understanding key concepts and ideas.
Work contains no misunderstandings, and no factual errors.
Demonstrates a basic
understanding of the subject area.
Work shows a basic knowledge and understanding of key concepts and ideas.
Work contains minimal misunderstandings, but no factual errors.
Demonstrates a superficial understanding of the subject area.
Work shows a superficial knowledge and understanding of key concepts and ideas.
Work contains minimal misunderstandings and few factual errors.
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.
Does not demonstrate an any understanding of the subject area.
Marking Criteria
Marking Rubric
Criterion 3
80-100%
70-79%
60-69%
50-59%
40-49%
20-39%
Fail
0-19%
Fail
Addresses the assignment brief
Does not address the assignment brief
Application of Critical Thinking Principles.
Outstanding application of critical thinking principles.
Excellent application of critical thinking principles.
Very good application of critical thinking principles.
Good application of critical thinking principles.
Satisfactory application of critical thinking principles.
Poor application of critical thinking principles.
Very poor application of critical thinking principles.
For example:
For example:
For example:
For example:
For example:
For example:
For example:
Constant critical thinking.
Consistent critical thinking.
Consistent critical thinking.
Consistent critical thinking.
Some descriptive thinking evident.
Very descriptive.
Presents ideas as bullet points.
Engages with key and wider reading.
Engages with key and wider reading.
Engages with key reading.
Adequate evidence of reading.
Evidence of reading.
Inadequate evidence of
reading.
No evidence of reading.
Content of sources are explained, explored, evaluated, and at times interpreted to develop an academic discussion.
Considers different viewpoints and identifies strengths and weaknesses to create a
reasoned argument.
Content of sources are explained, explored, evaluated, and used to develop an academic discussion.
Considers different viewpoints and identifies strengths and weaknesses to create a coherent argument.
Content of sources are explained, explored, and used to develop an appropriate academic discussion.
Considers different viewpoints and identifies strengths and weaknesses.
Draws conclusions.
Content of sources are described with an attempt to explain.
Adequate attempt at identifying strengths and weaknesses.
Adequate attempt to draw conclusions.
Content of sources are
described, but no attempt to explain.
An attempt at identifying strengths and weaknesses.
An attempt to draw conclusions.
Content is reduced to
mainly student viewpoints and opinions only.
Inadequate attempt at identifying strengths and weaknesses.
Inadequate attempt to draw conclusions.
Content is reduced to student viewpoints and opinions only.
No attempt at identifying strengths and weaknesses.
No attempt to draw conclusions.
Draws informed and persuasive conclusions.
Draws informed
conclusions.
Marking Criteria
Marking Rubric
Criterion 4
80-100%
70-79%
60-69%
50-59%
40-49%
20-39%
Fail
0-19%
Fail
Referencing and Citing of Sources to Support
Work.
Outstanding referencing and citing of sources to support
work.
Excellent referencing and citing of sources to support work.
Very good referencing and citing of sources to support work.
Good referencing and citing of sources to support work.
Satisfactory referencing and citing of sources to support
work.
Poor referencing and citing of sources to support work.
Very poor referencing and citing of sources to support work.
For example:
For example:
For example:
For example:
For example:
For example:
For example:
Sources are cited.
Sources are cited.
Sources are cited.
Sources are cited.
Sources are cited.
Limited sources are cited.
No sources are cited.
Reference list provided.
Reference list provided.
Reference list provided.
Reference list provided.
Reference list provided.
A limited reference list provided.
No 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.
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.
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.
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.
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.
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 referencin
