NURBN 3032 FUA Nursing Competency In Planning and Organizing Shift Workload Paper

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NURBN 3032

Federation University Australia

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Task 2: Analytical Review of a Contemporary Transitional Factor – written report Weight: 50% Word Count: 2000 words (+/- 10%) Due: Fri 27th May 2022 (Week 11) In this task, students are required to write an analytical report that outlines the factors that influence how nursing students transition from a beginner to becoming a professional nurse. Students will be allocated one (1) of the following contemporary transitional factors: 1. Competency in planning and organising shift workload (i.e., time management; managing fatigue; dealing with complex care needs); 2. Prioritising and coping with unexpected events (i.e., recognising and responding to patient deterioration; unexpected admission/discharge; patient falls); 3. Proficiency in managing and executing technical skills (i.e., monitoring and recording of vital signs, medication administration, providing wound care, inserting catheters, etc; using technology to share patient and family education information; electronic medical records (EMRs) for patient documentation). The assessment is designed to assess students’ understanding of contemporary transitional factors as they apply to nursing, and demonstrate the ability of students to find and review literature, produce clear academic writing, and show skills in critical analysis. In the report, students MUST address the following points related to their allocated contemporary transitional factor. In doing so, they should use evidence from current scholarly literature, i.e., less than seven (7) years old, and include the relevant Registered Nurse standards for practice, Code of conduct for nurses, and/or Code of ethics for nurses. • ABSTRACT (approx. 200 words): The abstract is a concise summary of the essential elements of the report, from the introduction through to, and including, the recommendations. See https://studyskills.federation.edu.au/wp-content/uploads/2020/06/abstracts-exec-summaries_2020.pdf • INTRODUCTION/BACKGROUND (approx. 200 words): Describe the contemporary transitional factor you will be addressing using evidence from the literature. State its importance or relevance to the field of nursing. Outline the aim of your report in a single sentence that is clear and concise. • FINDINGS (approx. 500 words): Outline what you have discovered from reviewing the literature on your allocated topic. For example, outline different ways in which graduate nurses currently prioritise and cope with unexpected events, and the importance of this. These should be statements of current facts obtained from the literature, e.g., ‘Recent literature indicates that nurses prioritise and cope with unexpected events in three main ways: first… second… etc (Smith, 2021)’. (NB: Make sure you provide citations for information drawn from the literature and paraphrase, do not quote this information.) Leave your evaluation, and comparison and contrast of these findings to the Analysis section. • ANALYSIS/DISCUSSION (approx. 700 words): This section is where you compare and contrast findings from the literature on your chosen transitional factor and discuss the implications of the findings. o Discuss and analyse two (2) reasons why the contemporary transitional factor is faced by new graduate nurses. o Include in your response the impact this factor has on the ability to adhere to the nursing codes/Standards and delivery of safe, high quality patient care. o • Use evidence from the literature in your response. CONCLUSION (approx. 200wds): The conclusion should be a brief summary of the main points of the findings and analysis sections. Include in this which one of the Nursing Standards is being met in your report and outline clearly how it is being met (there may be many, but you will need to prioritise and select only the most relevant Standard). • RECOMMENDATIONS (approx. 200wds): Using the evidence provided in the Findings section, describe two (2) concrete and actionable recommendations: One (1) recommendation should explicitly describe appropriate self-care techniques that new graduates can use to overcome/address the transitional factor under consideration in the report; One (1) recommendation should be aimed at how healthcare organisations can overcome/address the transitional factor to ensure the provision of safe high-quality nursing care by new graduates. The recommendations should be a short section comprising statements of practical action that should follow from the Findings and Discussion. i.e., --What needs to be done? (based on the findings/analysis) --Who needs to do it? (based on the findings/analysis) --How, when (in what order if appropriate) and where it needs to be done? (based on the findings/analysis) Prior to preparing your assessment, please note the following: • This report requires you to state findings from the literature and to review and assess findings from the literature. For information about the requirements of a report and how to set it out, please access the following University help sheets: https://studyskills.federation.edu.au/wp-content/uploads/2020/06/reading-writing-critically_2020.pdf https://studyskills.federation.edu.au/wp-content/uploads/2020/06/report-writing_generic_2020.pdf https://studyskills.federation.edu.au/student-skills/helpsheets https://studyskills.federation.edu.au/assessment/written-tasks/literature-reviews/ • Students are advised to access the University library assessment specific page for further advice and information regarding this assessment: https://libguides.federation.edu.au/c.php?g=923741&p=6864355 • An introduction and conclusion are required, and each should not exceed 10% of the overall word count (i.e., 200 words each). • Students need to cite at least eight current academic references (i.e., peer-reviewed literature no more than seven years old). • Students should refer to (and cite) relevant Registered Nurse standards for practice, Code of conduct for nurses, and/or Code of ethics for nurses. These should be included in your reference list, but these will not be counted toward the minimum references required, i.e., the standards and codes constitute additional references to the eight peer-reviewed articles required. Therefore, it is expected that more than 10 references will be used in total. • Referencing is to be according to APA 7th edition guidelines. Regarding academic requirements, please adhere to the following guidelines: • For formatting requirements, students are to follow the Assignment Layout and Appearance Guidelines – however do not include your name anywhere on your submission. • Task is to be submitted as a word document with the file name provided as follows NURBN3032 Task 2_Analytical Review_[student ID]. Do not include your name in the file name. • Your student ID number, the task (i.e., student ID 30030100, Written Report) and page number (page x of x) should be included in the header/footer of each page. Do not include your name on your submission. • Descriptive headings and subheadings are to be used to guide the reader through the contents of your review. These should reflect the content that follows (i.e., ‘3.2 Patient deterioration and nurse response time’ do not use ‘theme 1’). • This is an academic paper and should be presented in an appropriate style (i.e., write in third person, and use a formal tone, not abbreviations, informal colloquialisms, slang, or metaphorical expression). See: https://studyskills.federation.edu.au/student-skills/writing/academic-writing-style/ • The word count includes in-text citations, headings, and subheadings. The table of contents and reference list are not counted. Grading The minimum possible score for this rubric is 0 points and the maximum score is 100 points (Content 70, Readability, Referencing and Academic Requirements 30) which will be converted to represent the 50% weighting applied to the task. Late submission penalties apply as per the Course Descriptor. Learning outcomes/attributes This assessment task relates to the following learning outcomes and graduate attributes as per the course descriptor: Learning Outcomes: K1; K2; K3; K4; S1; S2; S4; A2; A3 Graduate Attributes: GA1 Thinkers; GA2 Innovators; GA3 Citizens; GA4 Communicators; GA5 Leaders Marking Guide CONTENT Abstract 5 marks CONTENT Introduction & Background 5 marks CONTENT Findings 20 marks CONTENT Critical Analysis 30 marks CONTENT Conclusion 5 marks High Distinction Distinction Credit Pass Fail Excellent abstract consisting of a sentence or two summarising all four sections: Introduction, Findings, Discussion and Recommendations. Very good abstract consisting of a sentence or two summarising all four sections: Introduction, Findings, Discussion and Recommendations. Good abstract consisting of a sentence or two summarising all four sections: Introduction, Findings, Discussion and Recommendations. Fair abstract consisting of a sentence or two summarising all four sections: Introduction, Findings, Discussion and Recommendations. Poor abstract consisting of a sentence or two summarising all four sections: Introduction, Findings, Discussion and Recommendations. 5 marks Excellent Introduction that leads to a very clear statement of purpose related to the allocated transitional factor. Main discussion themes are very clearly identified. 4 marks Very good introduction that leads to a clear statement of purpose related to the allocated transitional factor. Main discussion themes are clearly identified. 3 marks Good introduction but lacks clear linkage to a statement of purpose related to the allocated transitional factor. Main discussion themes are identified but not clearly. 0-1 mark Poor introduction that is not linked at all to a purpose statement related to the allocated transitional factor. Main discussion themes are /not identified at all. Excellent background information about the allocated transitional factor which is well supported with evidence. Relevance to impact on graduate nurses is clear and concise. Very good background information about the allocated transitional factor which is supported with evidence. Relevance to impact on graduate nurses is clear. Good background information about the allocated transitional factor, however lacks clear linkage to topic and/or more supporting evidence is required. Relevance to impact on graduate nurses could be more clearly articulated. 2 marks Fair introduction that is not very clearly linked to the topic statement of purpose related to the allocated transitional factor. Main discussion themes are not well identified and are unclear. Fair background information about the allocated transitional factor selected, however lacks supporting evidence. Relevance to impact on graduate nurses is weakly articulated. 5 marks Excellent discussion of findings related to the allocated transitional factor which is well supported with evidence. 4 marks Very good discussion of findings related to the allocated transitional factor which is well supported with evidence. 3 marks Good discussion of findings related to the allocated transitional factor which is supported with evidence. 2 marks Fair discussion of findings with some relevance to the allocated transitional factor and/or needs further support from the literature. 18-20 marks Excellent comparison and contrast of two (2) themes/findings in relation to graduate nurses and the allocated factor. Excellent discussion of the impacts on the quality of nursing and delivery of patient care. Excellent application of critical analysis of the allocated factor in relation to graduate nurses with extensive evidence throughout the paper. 24-30 marks 15-17 marks Very good comparison and contrast of two (2) themes/findings in relation to graduate nurses and the allocated factor. Very good discussion of the impacts on the quality of nursing and delivery of patient care. Very good application of critical analysis of the allocated factor in relation to graduate nurses with supporting evidence throughout most parts of the paper. 21-23 marks 12-14 marks Good comparison and contrast of two (2) themes/findings in relation to graduate nurses and the allocated factor. Good discussion of the impacts on the quality of nursing and delivery of patient care. Good application of theory through analysis of the allocated factor and thought in relation to graduate nurses with supporting evidence in some parts of the paper. 18-20 marks 10-11 marks Fair comparison and contrast of two (2) themes/findings in relation to graduate nurses and the allocated factor. Fair discussion of the impacts on the quality of nursing and delivery of patient care. Fair application of theory through analysis of the allocated factor in relation to graduate nurses with use of supporting evidence. 0-9 marks Poor/little/no comparison and/or contrast of findings in relation to graduate nurses and the allocated factor. Poor/no discussion of the impacts on the quality of nursing and delivery of patient care. Poor/no discussion of the allocated factor and/or graduate nurses. 15-17 marks 0-14 marks Excellent summary of the main points is presented and related to the allocated transitional factor. Implications for nursing practice are logical, relevant and clear. Very good summary of the main points is presented and related to the allocated transitional factor. Implications for nursing practice are provided with some demonstration of logic, relevance and clarity. Good summary of the main points is presented, with some discussion related to the allocated transitional factor. Implications for nursing practice are included but with minimal logic, relevance or clarity. Fair summary of the main points presented, with some discussion related to the allocated transitional factor. Implications for nursing practice are included but lack demonstration of logic, relevance or clarity. Poor summary of the main points is presented OR Summary is not related to the allocated transitional factor AND/OR Implications for nursing practice are absent, illogical, irrelevant, or unclear AND/OR New information has been included. 5 marks 4 marks 3 marks 2 marks 0-1 mark Background information about the transitional factor selected is poorly articulated and/or not supported with evidence. Relevance to impact on graduate nurses is unclear or omitted. OR Allocated transitional factor not addressed. 0-1 mark Poor/little/no discussion of findings in relation to the allocated transitional factor and/or limited/nil support from the literature. High Distinction CONTENT Recommendations 10 marks READABILITY 10 marks REFERENCES Selection and Credibility 10 marks ACADEMIC REQUIREMENTS 5 marks Distinction Credit Pass Fail Two excellent and realistic recommendations that address the allocated factor and takes into consideration the professional and organisational factors. Both recommendations are strongly supported with the use of extensive evidence from the literature. Two very good recommendations that address the allocated factor and takes into consideration the professional and organisational factors. Two good recommendations that address the allocated factor and takes into consideration the professional and/or organisational factors. Two fair recommendations that do not fully address the allocated factor and/or take into consideration the professional and/or organisational factors. Poor recommendations that do not address the allocated factor and/or take into consideration professional and/or organisational factors. Recommendations are supported well with the use of evidence from the literature. Recommendations are moderately supported with the use of some evidence from the literature. Recommendations require further support from the use of evidence from the literature. Recommendations require substantially more support from the use of evidence from the literature. 9-10 marks 7-8 marks 6 marks 5 marks 0-4 marks Excellent structure that includes all elements and follows a logical sequence with linking dialogue. Very good structure that includes all elements and mostly follows a logical sequence and linking dialogue. Fair structure that lacks evidence of a sequenced plan. More attention required to link topics of discussion. Poor structure that lacks evidence of a sequenced plan. Minimal linking dialogue between topics of discussion. Information provided has extensive use of evidence throughout writing. Information provided has thorough use of evidence throughout writing. Good structure that requires a more structured and sequenced plan, and/or has some elements missing. Information provided has some use of evidence throughout writing. Information provided has limited use of supporting evidence throughout writing. Information provided has very limited use of supporting evidence throughout writing. Excellent level of articulation and expression, with clear and concise sentence and paragraph structure, and no spelling or grammatical errors. Very good level of articulation and expression, with clear and concise sentence and paragraph structure, and minimal spelling or grammatical errors. Good level of articulation and expression, requiring sentence and paragraph structure to be more concise, and/or a number of spelling or grammatical errors. Fair level of articulation and expression, with some sentence or paragraph structure unclear, and/or a number of spelling or grammatical errors. Excellent sentence and paragraph structure with introductory and linking dialogue. Key definitions are addressed. Very good sentence and paragraph structure with introductory and linking sentences. Good sentence and paragraph structure requiring more clarity with introductory and linking sentences. Some paragraphs are too long/short. Fair sentence and/or paragraph structure which lacks introductory or linking sentences. Some paragraphs are too long/short. Poor/inconsistent level of articulation and expression, with considerable sentence or paragraph structure unclear, and/or numerous spelling or grammatical errors. Poor sentence and/or paragraph structure. Some sentences are too long or too short. The arrangement of content is haphazard/illogical and difficult to follow. 9-10 marks 7-8 marks 6 marks 5 marks 0-4 marks More than ten (10) requisite academic references cited throughout report and these are very competently integrated into analysis. All references are reputable, current, extensive and relevant. All in-text citations, quotes and references are in correct APA7 style. At least ten (10) requisite academic references cited throughout report and these are competently integrated into analysis A minimum of eight (8) requisite academic references cited throughout report and these are well integrated into analysis Only eight (8) requisite academic references cited throughout report and these are fairly well integrated into analysis Fewer than the requisite eight (8) minimum academic references cited throughout report and these are not well integrated into analysis Some references are reputable, current, extensive and relevant. Some in-text citations, quotes and references are in correct APA7 style. A few references are reputable, current, extensive and relevant. A few in-text citations, quotes and references are in correct APA7 style. Very few references are reputable, current, extensive and relevant. Very few in-text citations, quotes and references are in correct APA7 style. No references are reputable, current, extensive or relevant. No in-text citations, quotes and references are in correct APA7 style. 9-10 marks 7-8 marks 6 marks 5 marks 0-4 marks Paper conforms to all presentation requirements as set out in task information. Paper mostly conforms to presentation requirements as set out in task information. Paper conforms to some of the presentation requirements as set out in task information. A number of areas of paper do not conform to requirements as set out in task information. Significant numbers of areas of paper do not conform to requirements as set out in task information. 5 marks 4 marks 3 marks 2 marks 0-1 mark
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Competency In Planning and Organizing Shift Workload

Institution
Course
Instructor
Date

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Abstract
Planning and organizing shift workloads enable nursing professionals to balance operational
effectiveness, patient safety, and nurse retention. Developing shift workloads depend on diverse
aspects, which creates challenges in healthcare organizations. The findings reveal that effective
workload management enables nurses to depend on a positive coping mechanism to enhance
patient care. Other studies suggest that effective workload prediction accounts for competencies
in planning and organizing shift workloads to ensure productivity among nurses. Similarly,
findings indicate that practical staffing techniques and efficient duty delegation stem from these
competencies enhancing care delivery. Moreover, support from colleagues and management
enables effective shift workload management. The analysis reveals that competencies in planning
and organizing shift workloads impact graduate nurses by providing insights that would affect
their future practice, improving care efficacy. The studies indicate that challenges with shift
workload and scheduling issues cause an increase in job dissatisfaction and nurse burnout.
Furthermore, it also impacts nurse practitioners by promoting turnover intention. Competencies
in planning and organizing shift workloads enable nurse practitioners to enhance the quality of
care and align practices with nursing standards and code of conduct. The recommendation focus
on nurses' self-care using positive coping strategies and organizational policy amendment to
support effective shift workload delegation.

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Introduction
Healthcare facilities are responsible for pursuing and accomplishing divergent tasks
simultaneously. Planning and organizing shift workloads enable nursing professionals to balance
operational effectiveness and employee retention. Time management, managing fatigue, and
addressing complex employee needs constitute fundamental aspects that healthcare facilities
should consider to develop practical shift workloads. Planning and organizing shift workloads
enable healthcare facilities effectively manage the patient and employee needs. Studies reveal
that healthcare facilities aim to improve efficiency in the workplace through the sensible
distribution of the nurse practitioners around the facility to promote equitable workload
distribution for the entire workforce in the facility, promoting job satisfaction and effective
patient care (van den Oetelaar et al., 2016).
Also, this topic is relevant since achieving a balance between required human resources
and available human resources prevents overstaffing, which promotes the cost-effectiveness of
healthcare. It facilitates the objective identification of whether nursing capacity reconciles with
patient needs to enhance time management, mitigate fatigue and address complex nursing
professional needs. In this light, it is essential to describe the relevance of planning and
organizing shift workloads in nursing pedagogy. This paper will review relevant sources about
planning and organizing shift workloads, compare and contrast the findings, and develop
recommendations for future practice leveraging the nursing code of ethics.
Findings
The continuous nature of contemporary healthcare provision necessitates nurses to adopt
shift work and cope with the workload to ensure productivity. To ensure productivity, nurses

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discern the best fit for patient needs and the nursing workforce by engaging in a practical
workload management approach (Savic et al., 2019). Recent literature argues that competencies
in planning and organizing shift work prompt nurses to engage problem-focu...


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