NUR7001 Personal and Professional Nursing Practice Assessment Information Overview Personal and Professional Values in Nursing Practice NUR7001 Level 7 Assessment(s) Type Coursework In-Person
NUR7001 Personal and Professional Nursing Practice Assessment Information Overview Personal and Professional Values in Nursing Practice
NUR7001
Level 7
Assessment(s)
Type
Coursework In-Person / Exam
Task
Word count or time limit
Weighting
Delete as appropriate
Option 1
Coursework
Essay
3000 words
%
Option 2
Coursework
Presentation
15 minutes
%
Assessment Information
(Please complete this separately for every item of assessment included on the Module.
Submission Date(s) and Time:
Monday 20th July 2026 by 12 midday
Assessment Task:
Write a 3,000 word-essay or prepare a 15-minute pre-recorded audio PowerPoint presentation discussing the roles and responsibilities of the nurse within the Annie or Kimberley case study, including consideration of legal, regulatory and governance requirements, the impact of personal and professional values on the provision of holistic care, and an evaluation of strategies for coping with the emotional demands of nursing.
The case studies can be found on the final page of this document.
Assessment Title:
A case study that critically explores the professional and personal influences on the role of the nurse.
Things to include:
Using your chosen case study of Annie or Kimberley to frame all elements of the discussion, critically explore the following:
How do legal and regulatory requirements influence care provision?
In what ways might a nurse’s personal values influence how professional values are put into place during care provision?
How and why are communication skills important in the development of therapeutic relationships with patients and in establishing effective relationships between the Interdisciplinary team?
What strategies would you recommend for nurses to manage the emotional demands of working in health and why?
Hints and Tips:
Make sure that you read each source carefully and that every source adds something useful to the discussion. The module reading list is a good place to start your reading, but you should read more widely beyond this, using academic and professional sources to broaden your understanding of the topic.
You do not have to discuss the elements above in the order suggested, but you do need to include all elements to meet the assignment brief.
This is not a reflective essay, please write in the 3rd person (i.e., avoiding use of first and second-person pronouns such as “I/me/my” or “you/your”).
Adhering to the assignment brief enables assessment of the module learning outcomes.
Completion of this assessment will address the following learning outcomes:
1
Debate how personal and professional values can impact on the provision of holistic care to patients and service users
2
Examine how effective communication can develop appropriate relationships with patients/service users and the interdisciplinary team
3
Critically analyse the roles and responsibilities of the nurse in adhering to legal, regulatory and governance requirements
4
Evaluate strategies that can be used in order to deal with the emotional demands of working within the nursing profession
Referencing Style BCU Harvard
More information on referencing is available here: https://www.bcu.ac.uk/library/services-and- support/referencing
Submission Details 3000 word written assignment: 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: https://www.bcu.ac.uk/library/services-and-support/referencing. You must complete a cover sheet for this assessment and append your work. 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.”
15 minute presentation: You are required to use an audio-recorded PowerPoint for your presentation. BCU Harvard referencing style should be used. More information on referencing is available here: https://www.bcu.ac.uk/library/services-and-support/referencing. You must complete a cover sheet for this assessment and upload as a separate upload to your presentation. This assessment will be marked anonymously and should show your student number only. Do not reveal your name within your presentation – use your student number only. Your presentation must be submitted via Moodle.
Assessment Support You will receive formative feedback throughout the module through feedback during synchronous sessions and through a formative submission point on Moodle. Assignment drop in tutorials will also provide you with the opportunity to gain formative feedback
Key Information Conditions of Progression
You must achieve an assessment grade of 50% in the assessment to successfully pass the module. If you fail at the first attempt, there will be the opportunity for a second attempt which will be capped at the pass mark of 50%
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 Faculty’s Academic Development Department or the University wide 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 Guidelines follows 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 skills. Likewise, you can arrange a consultation with a member of staff from the Academic Development Department based at City South Campus. You also should also review the wide range of support and help from the library.
BCU Generic Marking Criteria and Rubric Level 7 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 deep level of knowledge which demonstrates breadth of understanding and is an authoritative and accurate representation of established, and emerging themes/principles/ideas. They will be able to effectively communicate complex concepts, theories philosophies and arguments, and interconnect ideas coherently, accurately, and persuasively to enhance their own and others learning. Students will be able to apply critical thinking to complex contexts that demonstrates active engagement with the established and emerging themes/principles/ideas, and through independent thought, students will develop, create, and articulate connections between information, to synthesise new understanding. They will also be able to independently search systematically for, and effectively use an advanced array of information sources, using this literature to communicate a deep level of understanding through application of that knowledge within the immediate and broader field of study.
Case studies Choose one of the following case studies for your assignment
Annie Annie is a 76-year-old lady who has a medical history of hypertension, osteoarthritis and a transient ischaemic attack. Annie is single and does not have children, but she does have a brother who lives 20 miles away. Annie lives alone in a bungalow, and she enjoys maintaining the garden. Annie has a good social network, and she enjoys attending the book club at her local library and a dance class for seniors. Annie likes to use complementary medicines and has been using acupuncture to help her arthritis pain.
Annie was admitted to hospital following a fall in her garden which resulted in a fractured neck of femur. She is now 3 days post operative following a total hip replacement. You and your practice assessor receive handover from the night nurse who says in a loud and angry tone that Annie has been a ‘nuisance all night’ because she has been ‘buzzing constantly’ to ask for help to change position in bed or to walk around the bay to reduce her pain. Your practice assessor responds by saying ‘well, she’s stupid for not taking strong pain killers, if she’s going to refuse to help herself, I am not going to bother with her, she needs to be gone tonight as we are too short staffed to have demanding patients like Annie’.
Kimberley Now in her late twenties, Kimberley became involved with mental health services while still a teenager.
Following repeated incidences of self-harm and reports of ‘challenging’, ‘disruptive’ and ‘inappropriate’ behaviour, she was initially given a number of provisional diagnoses. Several years ago, however, she was given a diagnosis of borderline personality disorder (although she questions, disputes and sometimes explicitly rejects that diagnosis). Since the beginning of her involvement with mental health services Kimberley has engaged in self-harm behaviours. These have primarily taken the form of lacerating her forearms and burning herself with cigarettes. On occasion, these behaviours have required medical intervention. Over the years Kimberly has been prescribed various medications including mood stabilisers, anti-depressants and anti- psychotics. Kimberley has recently been presenting to mental health services in a state of agitation and distress at varying times of the night and day. In doing so, she often displays outbursts of anger and aggression towards others, including staff, and claims that people ‘are always letting her down’. On other occasions she reports having feelings of intense sadness, guilt and loneliness, believing that she is a ‘weak’ or ‘bad’ person
