The School Of
Nursing
And
Midwifery.
PRE-REGISTRATION POST GRADUATE DIPLOMA IN NURSING
(ADULT)
ASSESSMENT STRATEGY DOCUMENT
Pre-registration Post Graduate Diploma in Nursing (Adult)
Unit 1 – Foundations in Health and Nursing
Theoretical Assessment: The Patchwork Text ‘Becoming a Professional Nurse’
Assessment of theory is by a “patchwork text” assignment. (Winter 2003)
The Patchwork Text
The Patchwork text is a series of written assignments, which will normally have
developed from work that you have completed for your Problem Based Learning Group
feedback sessions.
This work will meet the requirements for academic work as identified within the marking
criteria i.e. it will be referenced, it will be at the correct academic level as demonstrated
by wide reading, it will demonstrate knowledge and understanding and integrate with
practice.
The patchwork text is a series of written pieces (these are the patches) they are joined
and linked together by a reflective study (this is the stitching between the patches),
which will provide a critical discussion on what you have learned and how the written
patches have contributed to your development.
The theme of the reflective study is
titled "Becoming a professional nurse".
You are required to develop your work within the context of inter-professional
working practice and demonstrate your understanding of the distinctive role nursing
holds in providing care within this context.
Total word allowance for the work is 6000 words, and we suggest that at least 1500
words are reserved for the reflection.
You should choose to do five of the following:
1. A care plan for a client who has a health problem with a commentary discussing
the model or framework of care utilised, and how it meets the standard for
record keeping.
2
2. Select and describe one of the clinical skills you have been working on in the PBL
group; critically discuss the evidence supporting the procedure and apply your
knowledge to practice, citing examples from the care environment.
3. Critically analyse, with reference to a specific client, a pharmacological issue; for
example, compliance with taking medication.
4. Critique and discuss in relation to practice a journal article, which has influenced
your development or view of adult health and nursing.
5. Write an analytical account of a visit you have made to a service area in primary
care and examine the theoretical rationale for this provision/evidence.
6. Chose an ethical issue, which has arisen from your PBL, work and critically discuss
it in relation to your work as an adult nurse. It is especially important to consider
the NMC Code of Conduct in this piece.
7. Critically analyse a therapeutic interaction between yourself and a client and
analyse it in relation to a theory of interpersonal communication.
You may
choose an interaction, which went well, or alternatively an interaction, which you
would have liked to have improved on.
8. A risk assessment for a specific client discussing the use of standardised
measurement tools and the theory supporting their development.
9. Critically analyse the components of an effective MDT approach, giving examples
from practice.
In your reflective account you can be as creative as you wish, you could start with a
poem or a story about your experience, as a new student in adult nursing. What is
important is that you develop the skills of a reflective practitioner. We want you to show
you can identify learning situations, describe your thoughts and feelings, analyse your
knowledge and show evidence of learning.
EXAMINATION
In unit 1 you will also be required to sit a 1 hour invigilated examination designed to
assess your numeracy skills. The pass mark for this examination will be 80% and this will
not contribute to your classification.
3
4
MARKING CRITERIA FOR WRITTEN ASSIGNMENTS
The University of Sheffield – School of Nursing and Midwifery
Postgraduate Marking Criteria
Marking standards
Distinction 70-100
Critical insight
Literature
Theory/practice
Communication of ideas
Pass 60-69
Critical insight
Literature
Precise descriptors
Excellent originality and creativity exhibited
Excellent critical engagement with an extensive range of
appropriate literature.
Referencing follows the guidelines.
Critically evaluates current research and outstandingly; utilises
relevant scholarly material in the discipline.
Demonstrates the ability to apply these in order to enhance practice.
Articulate, coherent, logical progression of argument/thesis
illustrating creativity and depth
Very good evidence of originality and/or creativity
Critical engagement with a range of appropriate literature.
Referencing follows the guidelines.
Theory/practice
Critically evaluates current research: utilising relevant scholarly
material in the discipline.
Demonstrates the ability to apply this in order to enhance practice
Communication of ideas
Well structured argument/thesis that demonstrates creativity and
depth.
Pass 50 – 59
Critical insight
Literature
Shows evidence of original and creative thought
Evidence of engagement with appropriate literature
Referencing follows the guidelines
Theory/practice
Critical analysis evident with evidence of developing skills of
critical evaluation; utilises relevant sources of evidence.
Demonstrates the ability to critically reflect on practice
Argument has appropriate structure and develops logically
Communication of ideas
Clear Fail 26-49
Critical insight
Literature
Inconsistent originality or creativity
Lacks familiarity with key literature.
Referencing does not always follow the guidelines.
Theory/practice
Considers current research and scholarship in the discipline.
Demonstrates limited awareness of their application in the
enhancement of practice.
Communication of ideas
Arguments demonstrate understanding of the topic.
There is a lack of clarity in their articulation.
Failed in all aspects 0-25
Critical insight
Literature
No originality or creativity
Little or no familiarity with key literature.
Referencing inadequate.
5
Theory/practice
Communication of ideas
Little or no awareness of current research and scholarship in the
discipline.
Demonstrates little or no awareness of their application in the
enhancement of practice.
Arguments demonstrate little or no understanding of the topic.
There is little or no clarity in their articulation.
A grade of 0 is awarded if the assignment is greater than +/- 10% of
the word limit
Unit 1 Assessment of Practice:
Formative: Clinical skills passport
Formative: Portfolio
Summative: Assessment of Practice Record
6
Pre-registration Post Graduate Diploma in Nursing (Adult)
Unit 2 – Patients with Acute and Short Term Needs
Theoretical Assessment: Care Study
The assessment of theory consists of two parts:

A case presentation

A supporting assignment.
The student will present a 20 minute care study to two assessors and peers that will
account for 50% of the marks.
This will be an opportunity to demonstrate ability to
assess a patient/ client with acute health problems in a holistic way. This will be
equivalent to 1500 words
You should choose one of the patients whose care pathway that you have being
following in this unit.
Accompanying this will be a care study assignment of 4,500 words.
complement the presentation by reflecting on the evidence base.
This will
You will need to
achieve a minimum of a pass in both elements assessed at Masters level.
Presentation
You will be presenting a 20 minute care study to your peers (equivalent to 1,500 words)
for assessment by 2 Assessors, the external examiner may be present as well as members
of the programme development group. In addition the presentations may be recorded
for quality and feedback purposes. Assessment of this will include your ability to present
this information to a wide audience. You will present an assessment of care needs and
initial formulation of a care plan using appropriate frameworks.
This will include:

A brief overview of your chosen clients/patients’ relevant history.

Your assessment of this client’s needs.

An initial formulation of goals devised with your client and identification of any
other individuals involved in this case.
7

A critical evaluation of the pathway of care undertaken
Each student will be allocated 30 minutes; 20 minutes for the presentation and 5 minutes
for questions. The remaining 5 minutes will allow for changeovers between presenters.
As per university guidelines students presenting work for less than the stated periods will
be judged on the quality of their presentation. Students whose presentation exceeds the
allocated time will be penalised by having their grade reduced by 10 points.
The group, in co-operation with the Unit Leaders will decide on the running order in
advance of the day.
Marking of the presentation

Students will submit an electronic and paper copy of their presentation on the
Monday of the week of their assessment.

Students will be divided into 2 groups and presentations will take place over 2
days.

Students will only attend the presentations on the day that they are presenting
themselves.

Your audience will consist of 2 Assessors (who will be present throughout the day
to mark your presentation) and your fellow students.

The audience will not interrupt the presentation any questions will be saved until
the end.

Confidentiality will be maintained at all times.

All students will strive to create a supportive and non-threatening environment
for each other.

Respect will be shown for each student by remaining still and quiet throughout
their presentations, all mobile phones and pagers will be switched off.

It is important that you inform the Unit Leader of any specific audiovisual
requirements for your presentation at least 1 week in advance.

All care study presentations will be 1st and 2nd marked.

The external examiner may be present or request recordings of the presentations
for quality purposes.
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Supporting Assignment
The care study assignment will be a written paper of 4,500 words, which compliments
the presentation by reflecting on the evidence base.
You will be using the same
client/patient as in your care presentation as the basis of this paper. You are required to
demonstrate your understanding of the contribution/ impact that other members in the
multi-professional team have on the care processes experienced by the patient.
Title
Critically analyse your engagement with the client / patient and the assessment process
using appropriate frameworks and provide an evaluative account of the planned pathway
of care and the outcomes.
This will include issues around:

Engaging with a client/patient with acute health problems.

Assessment of this client, identifying frameworks used within this.

The initial care pathway and goals of care

A critical evaluation of the pathway of care

The contribution the nurse makes in optimising patient care as part of the multidisciplinary team

The assignment should include some reflection on the discussion with assessors
and peers following the case study presentation.
N.B. Please ensure you address issues of confidentiality within your work.
9
The University of Sheffield
School of Nursing and Midwifery
Post Graduate Marking Criteria
Unit 2: Patients with Acute and Short Term Needs
Theoretical Assessment: Care Study
Collation of Marks Form (Written assignment and Oral presentation)
Agreed Mark
Student Number
Student Name
______________________________________________
Assignment and oral presentation : Final mark
1st/2nd/3rd Attempt
Programme Code: NURT77 Unit Code : SNM
DIST
Submission Date ___________________ Level: M
Cohort: NOVEMBER 2010
Campus: SAMUEL FOX HOUSE
Assignment mark (50%)
Presentation mark (50%)
Sum total of above
Overall mark: Total  2
If student has less than 50 in one section do not round up, student is awarded FAIL
Record Fail in Total Box rather than the numerical score.
10
PASS
FAIL
MARKING CRITERIA FOR CASE STUDY SUPPORTING PAPER
MARKING CRITERIA FOR WRITTEN ASSIGNMENTS
The University of Sheffield – School of Nursing and Midwifery
Postgraduate Marking Criteria
Marking standards
Distinction 70-100
Critical insight
Literature
Theory/practice
Communication of ideas
Pass 60-69
Critical insight
Literature
Precise descriptors
Excellent originality and creativity exhibited
Excellent critical engagement with an extensive range of
appropriate literature.
Referencing follows the guidelines.
Critically evaluates current research and outstandingly; utilises
relevant scholarly material in the discipline.
Demonstrates the ability to apply these in order to enhance practice.
Articulate, coherent, logical progression of argument/thesis
illustrating creativity and depth
Very good evidence of originality and/or creativity
Critical engagement with a range of appropriate literature.
Referencing follows the guidelines.
Theory/practice
Critically evaluates current research: utilising relevant scholarly
material in the discipline.
Demonstrates the ability to apply this in order to enhance practice
Communication of ideas
Well structured argument/thesis that demonstrates creativity and
depth.
Pass 50 – 59
Critical insight
Literature
Shows evidence of original and creative thought
Evidence of engagement with appropriate literature
Referencing follows the guidelines
Theory/practice
Critical analysis evident with evidence of developing skills of
critical evaluation; utilises relevant sources of evidence.
Demonstrates the ability to critically reflect on practice
Argument has appropriate structure and develops logically
Communication of ideas
Clear Fail 26-49
Critical insight
Literature
Inconsistent originality or creativity
Lacks familiarity with key literature.
Referencing does not always follow the guidelines.
Theory/practice
Considers current research and scholarship in the discipline.
Demonstrates limited awareness of their application in the
enhancement of practice.
Communication of ideas
Arguments demonstrate understanding of the topic.
There is a lack of clarity in their articulation.
Failed in all aspects 0-25
Critical insight
Literature
No originality or creativity
Little or no familiarity with key literature.
Referencing inadequate.
11
Theory/practice
Communication of ideas
Little or no awareness of current research and scholarship in the
discipline.
Demonstrates little or no awareness of their application in the
enhancement of practice.
Arguments demonstrate little or no understanding of the topic.
There is little or no clarity in their articulation.
A grade of 0 is awarded if the assignment is greater than +/- 10% of
the word limit
12
School of Nursing and Midwifery
Post Graduate Marking Criteria
Theoretical Assessment Unit 2: Patient with Acute and Short Term Needs
Oral Presentation: Case Study
Marking Standards
Distinction 70-100
Critical Insight
Precise Descriptors

Excellent originality and creativity exhibited in a critical
evaluation of the chosen patients/clients assessment and care
management demonstrating a depth of understanding.
Literature

Theory/Practice


Excellent critical engagement with an extensive range of
appropriate literature that was used to support patient
assessment and care pathway in the oral presentation
Referencing follows the Harvard guidelines
Outstanding use of a sound theoretical framework to critically
assess and formulate goals for care with the patient/client and
other involved individuals
Excellent clear and concise critical appraisal of the key issues
and implications for practice, with original interpretation in
justifying the care plan constructed
Excellent critical reflection on and evaluation of the pathway of
care for the chosen patient/client demonstrated using
appropriate supportive literature
Excellent fluent, coherent and articulate presentation with a
logical focused structure illustrating creativity and depth
Presentation very confident, clear and convincing
demonstrating an excellent depth of understanding
Excellent empathetic understanding of patient/client exhibited
in an expressive and eloquent delivery
Outstanding spontaneous, confident, animated and lively
responses given to questions, and participation in discussions
arising from the case study presentation


Communication of ideas




Pass 60-69
Critical Insight

Literature

Theory/Practice




Very good originality and creativity exhibited in a critical
evaluation of the chosen patients/clients assessment and care
management demonstrating a good depth of understanding.
Critical engagement with a range of appropriate literature that
was used to support patient /client assessment and care
pathway in the oral presentation
Referencing follows the Harvard guidelines
Use of a theoretical framework to critically assess and
formulate goals for care with the patient/client and other
involved individuals
Clear and concise critical appraisal of the key issues and
implications for practice, with some original interpretation in
attempts to justify the care plan constructed
Critical reflection on and evaluation of the pathway of care for
the chosen patient/client demonstrated using appropriate
supportive literature
13
Communication of ideas




Pass 50 – 59
Critical insight

Literature

Theory/practice




Communication of ideas




Clear Fail 26-49
Critical Insight

Literature

Theory/Practice




Fluent, coherent and articulate presentation with a logical
focused structure
Presentation confident, clear and convincing demonstrating
some depth of understanding
Empathetic understanding of patient/client exhibited in a
delivery that was expressive and eloquent in parts
Spontaneous, confident, animated and lively responses given
to questions, and participation in discussions arising from the
case study presentation
Evidence of originality and creativity exhibited in a critical
evaluation of the chosen patients/clients assessment and care
management demonstrating some understanding.
Critical analysis of appropriate literature with evidence of
developing skills of evaluation that was used to support patient
/client assessment and care pathway in the oral presentation
Referencing follows the Harvard guidelines
Use of an appropriate framework to assess and formulate
goals for care with the patient/client and other involved
individuals
Appraisal of the key issues and implications for practice, with
some original interpretation in attempts to justify the care plan
constructed
Reflection on and evaluation of the pathway of care for the
chosen patient/client demonstrated using appropriate
supportive literature
Logical presentation with a focused structure
Presentation confident, clear and convincing demonstrating
some depth of understanding
Understanding of patient/client needs evident
Confident responses given to questions, and good
participation in discussions arising from the case study
presentation
Inconsistent originality or creativity exhibited in an evaluation
of the chosen patients/clients assessment and care
management demonstrating limited depth of understanding.
Lacks familiarity and engagement with a range of appropriate
literature to support the patient/client assessment and care
pathway in the oral presentation
Referencing does not always follow the Harvard guidelines
Lack of use of a theoretical framework to assess and
formulate goals for care with the patient/client and other
involved individuals
Limited awareness of the key issues and implications for
practice apparent in attempts to justify the care plan
constructed
Lack of reflection on and evaluation of the pathway of care for
the chosen patient/client demonstrated using appropriate
supportive literature
14
Communication of ideas





Failed in all aspects 0-25
Critical Insight

Literature

Theory/Practice




Presentation demonstrated understanding of patient/client
care
Lack of clarity in the presentation
Presentation was lacking in confidence and was unconvincing
Empathetic understanding of patient/client was not expressed
in the delivery of the case study
Lacking in spontaneity, confidence, and animation in the
responses given to questions, and participation in discussions
arising from the case study presentation
No originality and creativity or depth of understanding
exhibited in an evaluation of the chosen patients/clients
assessment and care management.
Little or no familiarity and engagement with a range of
appropriate literature to support the patient/client assessment
and care pathway in the oral presentation
Referencing inadequate
Little or no use of a theoretical framework to assess and
formulate goals for care with the patient/client and other
involved individuals
Little or no awareness of the key issues and implications for
practice apparent in attempts to justify the care plan
constructed
Little or no reflection on and evaluation of the pathway of care
for the chosen patient/client demonstrated using appropriate
supportive literature
Unit 2 Assessment of Practice:
Formative: Clinical skills passport
Formative: Portfolio
Summative: Assessment of Practice Record including additional documentation as below
for aseptic technique and assessment of numeracy.
15
THE UNIVERSITY OF SHEFFIELD SCHOOL OF NURSING AND MIDWIFERY
SAMUEL FOX HOUSE, HERRIES ROAD, SHEFFIELD, S5 7AU
PRE-REGISTRATION POST-GRADUATE DIPLOMA IN ADULT NURSING
ASSESSMENT OF NUMERACY IN UNIT 2 PRACTICE
THIS ASSESSMENT MUST NOT BE UNDERTAKEN DURING THE
CRITICAL CARE EXPERIENCE.
This assessment should take place in unit 2 with reference to the practice placement
documentation and will act as supporting evidence for the relevant standards of
proficiency.
SHOULD THE STUDENT FAIL THIS ASSESSMENT THE ASSESSOR SHOULD,
WITH THE HELP OF THE LINK LECTURER, IDENTIFY THE RELEVANT
STANDARDS OF PROFICIENCY THAT SHOULD ALSO BE FAILED.
The outcome of this assessment will be ratified by the University of Sheffield School
of Nursing and Midwifery. In the event of a fail grade being awarded for any one
aspect of the assessment then the student must re-take the whole of the
assessment. A second attempt must have undertaken before the end of unit two
having been provided with identified appropriate support and having and sufficient
time to develop the skills required. In the event of a fail at the second attempt the
student will be deemed to have failed the programme.
The assessment of numeracy in this context covers the following areas:
Assessment and understanding of fluid balance.
That the student can effectively:






Complete fluid balance charts in an accurate and timely manner
Calculate the daily intake and output of the patient and can identify
surplus/deficit
Calculations must be 100% correct
Assess the potential impact of this upon the patient’s health
Plan care for the subsequent care period based upon this assessment
Evaluate and report appropriately to the MDT
Assessment of clinical observations.
That the student can effectively.







Understands and accurately calculates Early Warning Scores (EWS)
Calculations must be 100% correct
Understands the implications and actions to take if patients trigger using EWS
Undertake measurement and recording of vital signs
Recognise changes in status that may reflect deterioration or improvement
Assess the potential impact of these recordings on the patient’s condition
Plan care for the subsequent care period based upon the assessment
16

Evaluate and report appropriately to the MDT
Administration of Medicines.
That the student can:
Safely and effectively administer medicines, under the supervision of an assessor, to
a given group of patients.
Calculations must be 100% correct.
Can accurately record administration of medicines
Understands and can explain what to do in the event of an actual/suspected drug
error.
THIS ASSESSMENT MUST NOT BE TAKEN DURING THE CRITICAL CARE
EXPERIENCE
17
THE UNIVERSITY OF SHEFFIELD SCHOOL OF NURSING AND MIDWIFERY
SAMUEL FOX HOUSE, HERRIES ROAD, SHEFFIELD, S5 7AU
PRE-REGISTRATION POST-GRADUATE DIPLOMA IN ADULT NURSING
ASSESSMENT OF NUMERACY IN PRACTICE
Student Name
Cohort
Date of assessment
Name of assessor
Outcome
Assessment and understanding of fluid
balance:
Related competencies:
1.4.1
2.4.2/4/8/9/10/12/13
3.4.2
Pass/Fail
Pass/Fail
Comments:
Assessment and understanding of vital
signs/EWS
Related competencies:
2.2.1/2/4/9
Pass/Fail
Administration of medicines.
Calculations 100% correct
Related competencies:
1.5.1/2/3/4/5
2.5.2/3/4/5/6/7/8/10
3.5.2/3/4/5
Pass/Fail
Signature of Assessor
Signature of student
Comments:
Comments:
18
THE UNIVERSITY OF SHEFFIELD SCHOOL OF NURSING AND MIDWIFERY
SAMUEL FOX HOUSE, HERRIES ROAD, SHEFFIELD, S5 7AU
PRE-REGISTRATION POST-GRADUATE DIPLOMA IN ADULT NURSING
ASSESSMENT OF ASEPTIC TECHNIQUE IN PRACTICE
THIS ASSESSMENT CAN BE UNDERTAKEN IN THE CRITICAL CARE
EXPERIENCE.
This assessment should take place with reference to the practice placement
documentation in unit 2 and will act as supporting evidence for relevant standards of
proficiency.
SHOULD THE STUDENT FAIL THIS ASSESSMENT THE ASSESSOR SHOULD,
WITH THE HELP OF THE LINK LECTURER, IDENTIFY THE RELEVANT
STANDARDS OF PROFICIENCY THAT SHOULD ALSO BE FAILED.
The outcome of this assessment will be ratified by the University of Sheffield School
of Nursing and Midwifery. In the event of a fail grade being awarded for any one
aspect of the assessment then the student must re-take the whole of the
assessment. A second attempt must have undertaken before the end of unit two
having been provided with identified appropriate support and having and sufficient
time to develop the skills required. In the event of a fail at the second attempt the
student will be deemed to have failed the programme.
The student will identify with the assessor a patient needing an intervention that
involves aseptic technique.
The consent of the patient to be involved in the assessment will be obtained verbally
and documented in the records.
The student is to be assessed around the following key areas:
Preparation of the environment
Preparation of the patient
Safe and effective undertaking of aseptic technique
Assessment of the area on which aseptic technique is undertaken
Consolidation with patient
Safe disposal of equipment and tidying of environment
Recording and reporting of procedure
19
THE UNIVERSITY OF SHEFFIELD SCHOOL OF NURSING AND MIDWIFERY
SAMUEL FOX HOUSE, HERRIES ROAD, SHEFFIELD, S5 7AU
PRE-REGISTRATION POST-GRADUATE DIPLOMA IN ADULT NURSING
ASSESSMENT OF ASEPTIC TECHNIQUE IN PRACTICE
Student Name
Cohort
Date of assessment
Name of assessor
Outcome
Preparation of the patient
Related competencies:
1.1.1/2/3/5/6
2.1.1
3.1.1
Preparation of the environment
Related competencies:
1.3.1
3.3.1
Pass/Fail
Pass/Fail
Comments:
Pass/Fail
Comments:
Safe and effective undertaking of
aseptic technique
Related competencies:
2.2.8
2.3.3/4/5/6/7/10/11
Assessment of the area on which
aseptic technique is undertaken
Related competencies:
2.2.4/6/9
Pass/Fail
Comments:
Consolidation with patient
Related competencies:
3.2.4
3.3.2
Safe disposal of equipment and tidying
of environment
Related competencies:
1.3.1
Recording and reporting of procedure
Related competencies:
2.3.1/2
3.1.2
Signature of Assessor
Pass/Fail
Comments
Pass/Fail
Comments
Pass/Fail
Comments
Pass/Fail
Comments
Signature of student
20
Pre-registration Post Graduate Diploma in Nursing (Adult)
UNIT 3 – PATIEMTS WITH LONG TERM AND COMPLEX NEEDS
Theoretical Assessment: PBL Triple Jump Examination
This assessment has three stages and these will be completed within one week:
STAGE ONE:
DAY ONE
90 minutes (50%)
Students will be presented with a client/patient scenario for initial analysis in examination
conditions (there will be a choice of scenarios to choose from). In a written examination
students will be required to make an initial assessment of the situation identifying the
most critical issues that are involved for the case management of this client/patient.
At the end of the examination the students will be provided with further information
about their chosen client/patient.
STAGE TWO: DAYS TWO AND THREE
This stage is not invigilated and is viewed as an information gathering stage. The
purpose of this stage is for students to have the opportunity to review the literature and
other sources of evidence to further their knowledge and understanding of case
management in this situation to prepare you for Stage 3. It is imperative that during this
stage, the student plans access time to the library and Internet facilities.
STAGE THREE: DAY FOUR
60 Minutes (50%)
The student, will be examined on the management of the chosen case scenario.
Thirty minutes will be allocated for a revised and updated analysis of the situation, using
evidence based practice, in response to specific questions.
Students will be permitted to take a reference list into the Jump three examination
The reference list may include references relating to both Jump one and Jump three
examinations but must meet the following criteria:
1.
The maximum permitted length of the reference list is two sides of A4 paper.
2.
The reference list must be typed in size 12 font with a one-line space between
each reference.
21
3.
Handwritten (or part hand-written) reference lists will not be permitted.
4.
Reference lists must be presented in the Harvard style of referencing only.
5.
Only references are allowed on the reference list - there must be no other
information (such as notes/prompts...)
6.
The student registration number (NOT the library number) must be included at
the top of each page.
7.
The reference list will be checked by the invigilator prior to the beginning of
the examination.
8.
The reference list must be submitted with your answer paper at the end of the
Jump three examination.
REFERENCE LISTS WHICH FAIL TO MEET THE ABOVE CRITERIA WILL NOT
BE PERMITTED INTO THE EXAMINATION ROOM.
The stages are weighted such that:
Stage one is allocated 50 % of the marks.
Stage 2 is assessed within stage three.
Stage three is allocated 50% of the marks.
Both elements of the assessments must be passed in order to achieve an overall pass.
If the student fails to achieve 50 in either or both aspects of the assessment then both
aspects of the examination must be retaken.
22
The University of Sheffield
School of Nursing and Midwifery
Post Graduate Marking Criteria
Unit 3 Long Term and Complex Needs
Theoretical Assessment: PBL Triple Jump Examination
Collation of Marks Form (Stage one and Stage three)
Agreed Mark
Student Number
Student Name
______________________________________________
PBL Triple Jump Stages 1,2 and 3: Final mark
1st/2nd/3rd Attempt
Programme Code : NURT77 Unit Code :SNM
DIST
Submission Date ___________________ Level: M
Cohort: NOVEMBER 2010
Campus: SAMUEL FOX HOUSE
Stage One mark 50%
Stage Two mark 50%
Sum total of above
Overall mark: Total  10
If student has less than 50 in one section do not round up, student is awarded FAIL
Record Fail in Total Box rather than the numerical score.
23
PASS
FAIL
The University of Sheffield
School of Nursing and Midwifery
Post Graduate Marking Criteria for
PBL Triple Jump
JUMP I – PRIMARY ANALYSIS OF CLIENTS’ SITUATION
SCORE - %
Written examination of initial assessment of situation (60 minutes)
Assessment is Criterion referenced on the following aspects:
Assessment of the situation:
 Understanding and critical evaluation of the facts and cues
presented
 Understanding of the problems/risks in the situation
 Ability to formulate an action plan with rationale
Decision-making skills:
 Ability to predict potential outcomes
 Ability to discriminate and select relevant cues to reach an
appropriate decision
 Ability to prioritise actions
Professional Awareness:
 Critical engagement with and Knowledge of the relevant statutory
framework
Communication Skills:
 Ability to create and discuss the action plan
50%
JUMP II – PREPARATION OF EVIDENCE TO SUPPORT THE
MANAGEMENT OF CARE (assessed with JUMP III).
Reading, investigation, reference to unit guidelines
JUMP III – PRESENTATION OF THE JUSTIFICATION FOR THE
MANAGEMENT OF THE PATIENTS / CLIENTS SITUATION – 30
MINUTES
Explanation of the assessment and management of the situation
Critical review and utilization of literature to support appropriate
management decision-making
Evaluation
Presentation skills
Communication Skills
24
50 %
The University of Sheffield
School of Nursing and Midwifery
Post Graduate Marking Criteria
PBL Triple Jump –Stage 1
Marking Standards
Distinction 70 -100
Critical Insight
Precise Descriptors


Literature


Theory/Practice



Communication of ideas

Pass 60 -69
Critical Insight


Literature


Theory/Practice



Communication of ideas

Pass 50 – 59

Critical Insight


Excellent critical judgement, creativity and originality
exhibited in the initial assessment of the situation
Outstanding depth of understanding demonstrated in the
selection of critical issues for case management
Excellent critical appreciation of statutory frameworks
relevant to the scenario exhibited
Excellent critical initial appreciation of the necessary
literature review to inform evidence based management of
care
Referencing follows Harvard Guidelines
Using a sound theoretical framework, demonstrated
excellent understanding and critical appraisal of the facts
and cues presented and identification of problems/risks with
a prioritised action plan and rationale
Demonstrates excellent level of application of decisionmaking strategies in predicting potential outcomes and
discriminating and selecting relevant cues to reach the
decision
Outstanding articulate, coherent and logical initial
assessment of the patient/client illustrating creativity and
depth
Critical judgement and very good creativity and originality
exhibited in the initial assessment
Very good depth of understanding demonstrated in the
selection of critical issues for case management
Critical appreciation of statutory frameworks relevant to the
scenario exhibited
Critical initial appreciation of the necessary literature review
to inform evidence based management of care
Referencing follows Harvard Guidelines
Using a theoretical framework, demonstrates good
understanding and critical appraisal of the facts and cues
presented and identification of problems/risks with a
prioritised action plan and rationale
Demonstrates a good level of application of decisionmaking strategies in predicting potential outcomes and
discriminating and selecting relevant cues to reach the
decision
Well structured initial assessment of the patient/client that
demonstrated good evidence of creativity and originality
Critical judgement and some creativity and originality
exhibited in the initial assessment
Some depth of understanding demonstrated in the selection
of critical issues for case management
Appreciates value of statutory frameworks relevant to the
scenario exhibited
Identfication of the necessary literature review to inform
evidence based management of care
Referencing follows Harvard Guidelines
25
Literature

Theory/Practice
Communication of ideas
Clear Fail 26-49
Critical Insight
Literature





Theory/Practice



Communication of ideas


Failed in all aspects 0-25
Critical Insight


Literature


Theory/Practice



Communication of ideas


Using an appropriate framework, demonstrates
understanding and is able to appraise the facts and cues
presented and identifies problems/risks with a prioritised
action plan and rationale
Demonstrates application of decision-making strategies in
predicting potential outcomes and discriminating and
selecting relevant cues to reach the decision
Appropriately structured initial assessment of the
patient/client that demonstrated some creativity and
originality
Some creativity and originality exhibited in the initial
assessment
Some depth of understanding demonstrated in the selection
of critical issues for case management
Inconsistent judgement exhibited in the initial assessment
Demonstrates limited understanding in the selection of
critical issues for case management
Lacks familiarity with the statutory frameworks relevant to
the scenario exhibited
Limited appreciation of the necessary literature review to
inform evidence based management of care
Referencing does not always follows Harvard Guidelines
Considers the facts and cues presented in the case
scenario with the limited use of a theoretical framework to
identify problems/risks with a prioritised action plan and
rationale
Demonstrates limited application of decision-making
strategies in predicting potential outcomes and
discriminating and selecting relevant cues to reach the
decision
Initial assessment demonstrates understanding of the
issues for the patients/clients case management
There is a lack of clarity in the articulation of these issues
No judgment, originality or creativity exhibited in the initial
assessment of the situation
Little or no understanding demonstrated in the selection of
issues for case management
Little or no familiarity with the statutory frameworks relevant
to the scenario exhibited
Little or no appreciation of the necessary literature review to
inform evidence based management of care
Referencing inadequate
Little or no awareness use of theoretical frameworks to use
to appraise the facts and cues presented and to identify
problems/risks with a prioritised action plan and rationale
Demonstrates little or no awareness of the application of
decision-making strategies in predicting potential outcomes
and discriminating and selecting relevant cues to reach the
decision
Initial assessment demonstrates little or no understanding
of the issues for the patients/clients case management
There is little or no clarity in the articulation of these issues
26
The University of Sheffield
School of Nursing and Midwifery
Post Graduate Marking Criteria
PBL Triple Jump –Stage 3
Marking Standards
Distinction 70-100
Critical Insight
Precise Descriptors
Literature

Theory/Practice





Communication of ideas

Pass 60 -69
Critical Insight

Literature

Theory/Practice




Communication of ideas

Pass 50 - 59
Critical Insight
Literature

Theory/Practice


Excellent originality and creativity exhibited in the assessment and in
the selection of possible courses of action to manage the chosen
case scenario demonstrating a depth of understanding of the key
issues.
Excellent critical review, engagement with and utilisation of an
extensive range of appropriate literature to support evidence-based
practice and appropriate management decisions.
Referencing follows Harvard Guidelines
Outstanding critical reflection on safe clinical practice demonstrated
Excellent ability to apply a sound theoretical framework to assess
and to support decision-making in planning and managing care in
clinical practice.
Key issues and implications for practice are outstandingly critically
evaluated and justified, clearly and concisely with original
interpretation in the plan of care created for the patient/client.
Outstanding articulate, coherent and logical progression of argument
illustrating creativity and depth
Good evidence of originality and creativity exhibited in the
assessment and in the selection of possible courses of action to
manage the chosen case scenario demonstrating good depth of
understanding of the key issues.
Critical review, engagement with and utilisation of an extensive
range of appropriate literature to support evidence-based practice
and appropriate management decisions.
Referencing follows Harvard Guidelines
Critical reflection on safe clinical practice demonstrated
Good ability to apply a sound theoretical framework to assess and to
support decision-making in planning and managing care in clinical
practice.
Key issues and implications for practice are critically evaluated and
justified, clearly and concisely with good original interpretation in the
plan of care created for the patient/client.
Well structured argument that demonstrates some creativity and
originality
Some originality and creativity exhibited in the assessment and in
the selection of possible courses of action to manage the chosen
case scenario demonstrating some depth of understanding of the
key issues.
Evidence of analysis with some critical review, engagement with and
utilisation of a range of appropriate literature to support evidencebased practice and appropriate management decisions.
Referencing follows Harvard Guidelines
Reflection on safe clinical practice demonstrated
Ability to apply a sound theoretical framework to assess and to
support decision-making in planning and managing care in clinical
practice.
Key issues and implications for practice are critically analysed and
justified; some original interpretation in the plan of care created for
the patient/client.
27
Communication of ideas
Clear Fail 26-49
Critical Insight
Well structured argument that develops logically

Literature

Theory/Practice




Communication of ideas


Failed in all aspects 0-25
Critical Insight

Literature

Theory/Practice




Communication of ideas


Inconsistent in exhibiting originality and creativity in the assessment
and in the selection of possible courses of action to manage the
chosen case scenario, demonstrating a limited depth of
understanding of the key issues.
Lacks familiarity with key appropriate literature to use to support
evidence-based practice and appropriate management decisions.
Referencing does not always follow Harvard Guidelines
Limited reflection on safe clinical practice demonstrated
Lacking in ability to apply a sound theoretical framework to assess
and to support decision-making in planning and managing care in
clinical practice.
Demonstrates limited critical evaluation and justification of the key
issues and implications of the care planned for the patient/client in
clinical practice.
Arguments demonstrates understanding of the issues for the
patients/clients case management
There is a lack of clarity in the articulation of these issues
No originality or creativity or understanding exhibited in the
assessment and in the selection of possible courses of action to
manage the chosen case scenario
Little or no familiarity with key appropriate literature to use to support
evidence-based practice and appropriate management decisions.
Referencing inadequate
Little or no reflection on safe clinical practice demonstrated
Demonstrates little or no awareness of how to apply a sound
theoretical framework to assess and to support decision-making in
planning and managing care in clinical practice.
Little or no critical evaluation and justification of the key issues and
implications of the care planned for the patient/client in clinical
practice.
Arguments demonstrate little or no understanding of the issues for
the patients/clients case management
There is little or no lack of clarity in the articulation of these issues
Unit 3 Assessment of Practice:
Formative: Clinical skills passport
Formative: Portfolio
Summative: Assessment of Practice Record
28
Pre-registration Post Graduate Diploma in Nursing (Adult)
Unit 4 Transitions to Practice: Managing and Organising Care
Theoretical Assessment: Risk Assessment and Management
This assessment is in two parts; a written assignment and a poster display (70% for the
assignment 30% for the poster display).
Guidelines for the Written Assignment
For the written assignment you should:

Critically evaluate a concept, strategy, or philosophy relating to risk assessment
and management you have observed in clinical practice, and consider the
implications of this for case managing a group of patients/clients.

Demonstrate a critical and evaluative understanding of the benefits of, and
constraints on, inter-professional team working in the context of your chosen risk
assessment and management concept/strategy/philosophy, and why
improvements are important to patient care.
The word allowance is 4000 words.
Guidelines for the Poster Presentation
The content of the poster should be related to an aspect of risk assessment that is taken
from your written assignment.
The poster display will use a student centred approach to assessment, encouraging the
sharing of knowledge and ideas.
The display should be imaginative, visually pleasing
and may be useful for additional uses in the practice setting.
Please refer to Department of Health Toolkit for producing patient information Version
2.0 for specific guidance on information to be utilised with patients or in environments
where patients have access.
http://www.dh.gov.uk/assetRoot/04/06/84/62/04068462.pdf
29
This also contains useful general information on presentation of information in a variety
of formats.
What is a poster presentation?
Poster presentations:
“A poster is simply a static, visual medium (usually of the paper and board variety) that
you use to communicate ideas and messages. The difference between poster and oral
presentations is that you should let your poster do most of the ‘talking’; that is, the
material presented should convey the essence of your message.”
Ref: http://lorien.ncl.ac.uk/ming/Dept/Tips/present/posters.htm#format
Getting Started
Access tutorial support
There are a number of websites with useful information on poster presentations. Here
are a few:
Poster templates:
http://www.postersession.com/templates.php
http://www.posterpresentations.com/html/free_poster_templates.html
Tips on how to use templates and create a poster:
http://www1.wfubmc.edu/creative/Send+and+Receive+Files/Poster+Templates.htm
A very good college site on how to make posters with lots of tips, illustrations and useful
links:
http://www.swarthmore.edu/NatSci/cpurrin1/posteradvice.htm
Other websites containing tips that may be useful:
http://www.gcal.ac.uk/student/coursework/presentations/posters.html
http://ublib.buffalo.edu/libraries/asl/guides/bio/posters.html
30
What should my poster look like
Your poster can be as individual as you wish – there are no hard and fast rules, but
following are suggested:

Your poster should be easy to read:

It can be hand-written or typed, colour or black and white, using drawings,
photographs, animations or computer-aided graphics. It can be produced entirely
using a computer if you wish, with or without graphics.

It is advisable to make the poster eye-catching as well as informative to attract
interest.

Posters consisting of small printed text tend to look less interesting and fail to
capture attention (however fascinating the content)

Size – minimum 60cm x 42cm – maximum 90cm x 60cm

You will need to fasten it to the display board in the classroom with drawing pins
or blue tack
How will the poster be assessed?

Students will submit an electronic and A3 size paper copy of their paper on the
Monday of the week of their assessment.

Students will be divided into 2 groups and presentations will take place over 2
days.

Students will only attend the presentations on the day that they are presenting
themselves.

Your audience will consist of 2 Assessors (who will be present throughout the day
to mark your presentation) and your fellow students.
31

The audience will not interrupt the presentation any questions will be saved until
the end.

Confidentiality will be maintained at all times.

All students will strive to create a supportive and non-threatening environment
for each other.

Respect will be shown for each student by remaining still and quiet throughout
their presentations, all mobile phones and pagers will be switched off.

It is important that you inform the Unit Leader of any specific audiovisual
requirements for your presentation at least 1 week in advance.

All poster presentations will be 1st and 2nd marked.

The external examiner may be present or request recordings of the presentations
for quality purposes.
You will be allocated a time to present yourself and your poster in the room designated
for the assessment. Please remember this a summative assessment and the result counts
for a proportion of the overall mark. Both elements must achieve a pass rate.
You will be expected to include in your presentation:

How you have come to include the material.

What evidence you found to support the material

How you designed the poster

Where you would put this poster (e.g. who is it aimed at)
You will be expected to lead a discussion about the poster with the assessor and
moderator for 10 minutes and then they will ask you questions for 10 minutes.
A digital photograph of the poster will be taken at the event and attached to your
summative written assignment on submission.
This enables the External Examiner to
view your poster alongside your written assignment.
32
The University of Sheffield
School of Nursing and Midwifery
Post Graduate Marking Criteria
Unit 4: Risk Management and Assessment
Theoretical Assessment: Risk Assessment and Management
Collation of Marks Form (Written assignment and Poster)
Agreed Mark
Student Number
Student Name
______________________________________________
Assignment and Poster: Final mark
1st/2nd/3rd Attempt
Programme Code : NURT77 Unit Code ________________
DIST
PASS
Submission Date ___________________ Level: M
Cohort: November 2010 Group
Campus: SAMUEL FOX HOUSE
Assignment mark x 7 (70%)
Poster mark x 3 (30%)
Sum total of above
Overall mark: Total  10
If student has less than 50 in one section do not round up, student is just awarded FAIL
Record Fail in Total Box rather than the numerical score.
33
FAIL
MARKING CRITERIA FOR SUPPORTING PAPER FOR POSTER
PRESENTATION
MARKING CRITERIA FOR WRITTEN ASSIGNMENTS
The University of Sheffield – School of Nursing and Midwifery
Postgraduate Marking Criteria
Marking standards
Distinction 70-100
Critical insight
Literature
Theory/practice
Communication of ideas
Pass 60-69
Critical insight
Literature
Precise descriptors
Excellent originality and creativity exhibited
Excellent critical engagement with an extensive range of
appropriate literature.
Referencing follows the guidelines.
Critically evaluates current research and outstandingly; utilises
relevant scholarly material in the discipline.
Demonstrates the ability to apply these in order to enhance practice.
Articulate, coherent, logical progression of argument/thesis
illustrating creativity and depth
Very good evidence of originality and/or creativity
Critical engagement with a range of appropriate literature.
Referencing follows the guidelines.
Theory/practice
Critically evaluates current research: utilising relevant scholarly
material in the discipline.
Demonstrates the ability to apply this in order to enhance practice
Communication of ideas
Well structured argument/thesis that demonstrates creativity and
depth.
Pass 50 – 59
Critical insight
Literature
Shows evidence of original and creative thought
Evidence of engagement with appropriate literature
Referencing follows the guidelines
Theory/practice
Critical analysis evident with evidence of developing skills of
critical evaluation; utilises relevant sources of evidence.
Demonstrates the ability to critically reflect on practice
Argument has appropriate structure and develops logically
Communication of ideas
Clear Fail 26-49
Critical insight
Literature
Inconsistent originality or creativity
Lacks familiarity with key literature.
Referencing does not always follow the guidelines.
Theory/practice
Considers current research and scholarship in the discipline.
Demonstrates limited awareness of their application in the
enhancement of practice.
Communication of ideas
Arguments demonstrate understanding of the topic.
There is a lack of clarity in their articulation.
Failed in all aspects 0-25
Critical insight
No originality or creativity
34
Literature
Little or no familiarity with key literature.
Referencing inadequate.
Theory/practice
Little or no awareness of current research and scholarship in the
discipline.
Demonstrates little or no awareness of their application in the
enhancement of practice.
Arguments demonstrate little or no understanding of the topic.
There is little or no clarity in their articulation.
A grade of 0 is awarded if the assignment is greater than +/- 10% of
the word limit
Communication of ideas
35
University of Sheffield
School of Nursing and Midwifery
Post Graduate Marking Criteria
Oral Presentation: Posters – Risk Assessment
Marking Standards
Distinction 70-100
Critical insight
Precise Descriptors



Literature



Theory/Practice



Communication of Ideas



Pass 60-69
Critical insight



Literature



Theory/Practice



Excellent originality and creativity exhibited in the design and
development of the poster.
Excellent depth of understanding of the subject area demonstrated
in the presentation of the poster
Excellent critical insight into how to use the poster in practice to
promote safety
Excellent critical engagement with an extensive range of
appropriate literature
Outstanding use of literature to support and inform the poster and
presentation.
Referencing follows the Harvard referencing guidelines/Citing
electronic sources information
Outstanding critical reflection on risk assessment in clinical
practice and inter professional team working, using a sound
theoretical framework is evident in the process of designing,
constructing and developing the poster
Excellent critical evaluation of current research and other scholarly
material relevant to the key issues arising from reflection is
demonstrated
Outstanding ability to critically appraise and recognise the
implications of a risk assessment exhibited through the choice of
the key issues selected for the poster and presentation
Excellent imaginative, visually pleasing and eye catching poster
that would very clearly communicate the key issues for the chosen
aspect of risk assessment to the target group.
Very confident, animated and lively delivery in a fluent, logical
articulate and coherent presentation of the poster
Outstanding ability exhibited to respond to questions in depth
justifying arguments and decisions about risk assessment
Good evidence of originality and/or creativity in the design and
development of the poster.
Good depth of understanding of the subject area demonstrated in
the presentation of the poster
Critical insight into how to use the poster in practice to promote
safety
Critical engagement with an extensive range of appropriate
literature
Good use of literature to support and inform the poster and
presentation.
Referencing follows the Harvard referencing guidelines/Citing
electronic sources information
Critical reflection on risk assessment in clinical practice and inter
professional team working, using a sound theoretical framework, is
evident in the process of designing, constructing and developing
the poster
Critical evaluation of current research and other scholarly material
relevant to the key issues arising from reflection is demonstrated
Demonstrates ability to critically appraise and recognise the
implications of a risk assessment exhibited through the choice of
the key issues selected for the poster and presentation
36
Communication of Ideas



Pass 50-59
Critical insight


Literature


Theory/Practice


Communication of Ideas


Clear Fail 26-49
Critical insight



Literature



Theory/Practice



Imaginative, visually pleasing and eye catching poster that would
clearly communicate the key issues for the chosen aspect of risk
assessment to the target group.
Confident, and lively delivery in a, logical and articulate
presentation of the poster
Demonstrates ability to respond to some questions in depth and
attempts to justify arguments and decisions about risk assessment
Evidence of originality and/or creativity in the design and
development of the poster.
Some depth of understanding of the subject area demonstrated in
the presentation of the poster
Demonstrates appropriate insight into how to use the poster in
practice to promote safety
Analysis of an extensive range of appropriate literature with some
evidence of critical evaluation
Good use of literature to support and inform the poster and
presentation.
Referencing follows the Harvard referencing guidelines/Citing
electronic sources information
Reflection on risk assessment in clinical practice and inter
professional team working, using a sound theoretical framework, is
evident in the process of designing, constructing and developing
the poster
Analysis with some critical evaluation of current research and
other scholarly material relevant to the key issues arising from
reflection is demonstrated
Demonstrates ability to appraise and recognise the implications of
a risk assessment exhibited through the choice of the key issues
selected for the poster and presentation
Visually pleasing and eye catching poster that would communicate
the key issues for the chosen aspect of risk assessment to the
target group.
Confident delivery in a, logical presentation of the poster
Demonstrates ability to respond to some questions appropriately
and attempts to support arguments and decisions about risk
assessment
Inconsistent originality or creativity in the design and development
of the poster.
Limited depth of understanding of the subject area demonstrated
in the presentation of the poster
Lacks insight into how to use the poster in practice to promote
safety
Lacks familiarity with key literature relevant to the risk assessment
Lacking in use of literature to support and inform the poster and
presentation.
Referencing follows the Harvard referencing guidelines/Citing
electronic sources information
Lack of reflection on risk assessment in clinical practice and inter
professional team working evident in the process of designing,
constructing and developing the poster
Considers current research and other scholarly material relevant
to the key issues arising from reflection
Demonstrates limited awareness, in the poster and presentation,
of the application of current research and other scholarly material
in order to identify key issues for appraisal to enhance risk
assessment practice
37
Communication of Ideas



Failed in all aspects
0-25
Critical insight



Literature


Theory/Practice




Communication of Ideas



Arguments demonstrate understanding of risk assessment
Lack of clarity in the articulation of ideas in the poster and
presentation
Limited application to communicate ideas to chosen target group
No originality or creativity in the design and development of the
poster.
Little or no understanding of the subject area demonstrated in the
presentation of the poster
Little or no insight into how to use the poster in practice to promote
safety
Little or no familiarity with key literature relevant to the risk
assessment
Little or no use of literature to support and inform the poster and
presentation.
Referencing inadequate
Reflection on risk assessment in clinical practice and inter
professional team working inadequate in the process of designing,
constructing and developing the poster
Little or no awareness of current research and other scholarly
material relevant to the chosen aspect of risk assessment
Demonstrates little or no awareness, in the poster and
presentation, of the application of current research and other
scholarly material in order to identify key issues through appraisal
to enhance risk assessment practice
Arguments demonstrate little or no understanding of risk
assessment
Little clarity in the articulation of ideas in the poster and
presentation
Little application to communicate ideas to chosen target group
Unit 4 Assessment of Practice:
Formative: Clinical skills passport
Formative: Portfolio
Summative: Assessment of Practice Record
38