Posted: March 17th, 2023

ASSESSMENT 1. Building Professional Capacity NSB305

Assignment Brief.
NSB305 – Leading and Learning: Building Professional Capacity
Assessment 1 – Building Professional Capacity (2025)
Semester 2, 2025

Graduate Nursing Leadership: Advocacy and Delegation for Safe Care

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Assessment Task Description

This assessment simulates the preparation process for a graduate registered nurse (GRN) application and interview. It examines your capacity to apply leadership principles through advocacy and delegation within a professional nursing context. The assessment has two parts: a written academic paper and a short video interview.

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PART A – Written Essay (1000 words ±10%)

Task:
Write an academic paper addressing the following:

1. Explain how advocacy and delegation represent critical leadership functions in contemporary nursing, and why these are fundamental expectations of graduate registered nurses.
   (Suggested: 300 words)

2. Critically analyse two patient care outcomes that may result from effective and/or ineffective delegation practices.
   (Suggested: 500 words)

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Your essay should include an introduction and conclusion (~100 words each). It must draw upon contemporary, high-quality, peer-reviewed literature published within the last seven years.

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PART B – Video Interview (2–3 minutes)

Task:
Record a 2–3 minute video (uploaded via an unlisted YouTube link) in which you respond to the following:
“You are working as a GRN in a busy medical-surgical unit. Identify and describe two distinct forms of advocacy you might engage in to influence positive change. For each, outline the intended outcome.”

Present professionally as you would for an interview, using appropriate clinical and leadership terminology.

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Submission Requirements

• Format: Microsoft Word document with embedded YouTube link to video.

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• File Contents: Cover page, written essay, reference list, video link.

• Formatting:

  • Font: Arial or Times New Roman, size 12, double-spaced.

  • Margins: 3 cm.

  • Referencing: APA 7th edition.

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• Word Count: 1000 words ±10% (excluding reference list).

• Submission: Via Turnitin, Week 7, Sunday 8th September 2025, by 11:59 pm.

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Assessment Weighting: 50%

Learning Outcomes Assessed:

1. Apply knowledge of professionalism and leadership within the GRN role.

2. Evaluate and prioritise person-centred care practices through leadership capabilities.

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Required Literature Standards

• Minimum of eight peer-reviewed references published between 2018–2025.

• Up to 25% of references may be textbooks.

• Prefer evidence-based nursing journals.

• Use recent professional frameworks (e.g., NMBA Standards, ICN Code of Ethics).

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Indicative Criterion Reference (CRA)

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Estimated Time Commitment: 30 hours

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Suggested Learning Resources (Harvard Format)

1. Cummings, G. G., Tate, K., Lee, S., Wong, C. A., Paananen, T., Micaroni, S. P. M., & Chatterjee, G. E. (2021). Leadership styles and outcome patterns for the nursing workforce and work environment: A systematic review. International Journal of Nursing Studies, 121, 103990. https://doi.org/10.1016/j.ijnurstu.2021.103990

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2. Henderson, A., & Eaton, E. (2019). Assisting nurses to facilitate clinical leadership. Nurse Education Today, 78, 35–38. https://doi.org/10.1016/j.nedt.2019.04.010

3. Australian Commission on Safety and Quality in Health Care. (2020). National Safety and Quality Health Service Standards (2nd ed.). Sydney: ACSQHC.

4. Stanley, D., Gannon, J., & Madjar, S. (2022). Clinical leadership in nursing: A contemporary overview. Journal of Advanced Nursing, 78(5), 1378–1390. https://doi.org/10.1111/jan.15032

5. Labrague, L. J., Nwafor, C. E., & Tsaras, K. (2020). Influence of transformational leadership on nursing performance: A systematic review and meta-analysis. Journal of Nursing Management, 28(8), 1936–1949. https://doi.org/10.1111/jonm.12929

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NSB305.
Leading and Learning: Building Professional Capacity
ASSESSMENT 1. Building Professional Capacity.
Semester 2. 2020
This document contains:
• Assessment requirements.
• Detailed instructions for completing the
task.
• Criterion Reference Assessment (CRA)
Rubric that markers use to grade the
assessment task.
NSB305. Leading and Learning: Building Professional Capacity.
NSB305 – Assessment Task 1. 2020 Page 2 of 6
Assessment Task 1.
Assessment name: Building Professional Capacity.
Task description: This assessment piece simulates preparation for and responding to an application for a
graduate registered nurse position. The focus is for you to demonstrate your
understanding of two specific leadership roles. One of being an advocate and the other,
delegation as a graduate registered nurse. The task is in 2 parts. One is a written
essay, the other as a video recording.
What you need to do
to prepare:
Preparation should include:
• Engagement in the activities and resources provided in Modules 1 and 3.
• Reading prescribed materials recommended on the Blackboard site for this
unit.
• Attending Workshop 1 and preparation materials
• Read the TASK instructions carefully being sure that you define and
understand all of the key words and directive terms, before planning your
broader search of the literature.
• Approach this paper from a graduate registered nurse perspective and include
these terms in your task search.
TASK.
How to write your
paper.
WRITTEN ESSAY
PART A. You have applied for a graduate nurse position. As part of the application,
you are being asked to write a paper that addresses all parts of the task below. Refer to
the CRA for further guidance.
• Explain why being an advocate and delegating care are leadership roles in
nursing and explain why these leadership roles are expected of the graduate
registered nurse. (300 words suggested)
• Critically discuss 2 (in total) patient care outcomes (eg. patient safety) that may
occur as a result of effective and/or ineffective delegation of care. (500 words
suggested)
This written essay requires an introduction and a conclusion (~100 words each) and
must be written as an academic paper with reference to high quality literature.
VIDEO RECORDING
PART B. You are being interviewed for a graduate registered nurse position via a
video link. Your question is:
• You are working in a busy medical adult hospital ward environment, please
identify and describe 2 (in total) different workplace or workforce types of
advocacy that you may be expected to engage in as a graduate registered
nurse to bring about change as a beginning leader. Describe the outcome you
would aim to achieve for both examples.
This part must be in the format of a video recording of 2-3 minute (no longer). As in
any interview, there is no requirement for evidence or referencing. You must
respond as if in an interview with no reading from a script or looking off camera.
Length: 1000 words +/-10%. Word length includes in-text referencing, but excludes your
reference list, direct quotes and appendices. Please note: markers will not mark beyond
the word limit.
Video – 2-3 minutes in length only. Upload to youtube and provide link to markers.
NSB305. Leading and Learning: Building Professional Capacity.
NSB305 – Assessment Task 1. 2020 Page 3 of 6
Literature and writing
standard
requirements:
This paper component of this piece of assessment needs to be:
• Written as an academic paper in 3rd person, with an introduction, body and
conclusion.
• This is a contemporary paper, and unless you are referring to a historical event,
literature and resources need to be within 7 years of age
• Literature must be of highest possible quality, with peer reviewed evidence-based
material as the preference.
• Textbooks may be used but to a maximum of 25% of your total reference list.
• Legitimate websites such as the Nursing and Midwifery Board of Australia may be
used also.
• Careful use of well-developed paragraphs that logically and clearly address the task
steps and marking criteria (CRA) is essential
• There is an expectation of no grammatical, spelling or punctuation errors.
• Correct use of the QUT APA referencing style is required.
Unreferenced material cannot be accepted as credible or accurate.
The video component of this piece of assessment.
• Students should be dressed as if for a job interview. Your QUT clinical
placement clothing is sufficient.
• You should not read from a script or palm cards but be able to respond looking
directly at the camera.
• It must be a video recording (not an audio recording), that is between 2 – 3
minutes in duration. Any device that will record a clear image and clear audio is
necessary.
• There does not need to be any reference to the literature, however you are
welcome to refer to standards of practice, ethical and legal codes and
expectations.
• You should upload your video to YouTube and submit the link to the marker on
the last page of your paper (after the reference list). Use this information link to
guide you if you need assistance How to create your own Youtube channel
and upload a video
Format of assignment Your assignment should be formatted and presented as follows:
• Create your own cover sheet that includes the assessment title, your name, student
number, tutor name and word count, as a single word document.
• Include a ‘footer’ on each page with your name, student number, unit code and
page number.
• 3 cm margins on all sides, double-spaced text
• Times new roman/arial, font size 12
• QUT APA style referencing (see http://www.citewrite.qut.edu.au/)
• Headings and sub-headings may be used to structure your assignment if you prefer
• To be submitted in electronic format as a WORD doc via Turnitin.
What you need to
submit:
One WORD document that contains the following items: cover sheet; written essay and Video
Recording (as a youtube link).
PDF files cannot be effectively graded, so ensure that your submission is in Word format.
Resources needed to
complete task:
• Support for Learning on the Blackboard site
• HiQ and the library resources.
• Recommended readings and literature on the Blackboard site.
• QUT Cite|Write APA guide.
• Turnitin Tip Sheets.
Assessment Support • Workshop 1.
• Online activity workbook.
• BLOG site for clarifications.
• ZOOM sessions for clarification up to 2 weeks before the due date.
• Dates and times will be advertised on the announcements page.
NSB305. Leading and Learning: Building Professional Capacity.
NSB305 – Assessment Task 1. 2020 Page 4 of 6
Estimated time to
complete task:
30 hours.
Weighting: 50%
Learning Outcomes
assessment.
1. Apply knowledge and skills of professionalism and strategic
leadership in the context of the role of the new graduate registered nurse.
2. 3. Within the context of transition to graduate registered nurse, employ leadership
capabilities to critically evaluate practice priorities in the provision of safe, effective and
holistic person-centred care.
Individual/Group: Individual
Formative/Summative: Summative
How will I be
assessed:
7-point grading scale using a rubric
Due date: Sunday 6
th September, 2020 (Week 7) submitted via Turnitin in your NSB305
Blackboard site by 11.59pm. More information about Turnitin is available on the FAQs
about Turnitin page.
Academic Integrity
The School of Nursing takes academic integrity very seriously. All work submitted must be
your own work. The work of others needs to be correctly acknowledged and referenced
according to the APA guidelines.
There are serious consequences that will be imposed should you be found to breach
academic integrity. Make sure you are familiar with the MOPP C/5.3 Academic Integrity
and view the Academic Integrity video and explore the Academic Case Studies available
on your Blackboard site.
Maintaining academic integrity is your responsibility. If in doubt, check it carefully.

NSB305 Assessment 1. 2020 Page 5 of 6
NSB305. Assessment Task 1. Building Professional Capacity CRA.
Learning outcomes assessed: 1 and 3. Weighting: 50 %
Criteria 7 6 5 4 3 2 1
Knowledge &
understanding
Weighting: 30%
The explanation
demonstrates an insightful
understanding of advocacy
and delegation as leadership
roles for the graduate
registered nurse.
The writing is well supported
by accurate and highly
relevant, and well-focused
quality literature that exactly
addresses the task.
The explanation
demonstrates a
comprehensive
understanding of
advocacy and delegation
as leadership roles for the
graduate registered nurse.
The writing is well
supported by accurate and
relevant, and focused
quality literature that
addresses the task.
The explanation
demonstrates a clarity
of understanding of
advocacy and
delegation as
leadership roles for the
graduate registered
nurse.
The writing is
supported by relevant,
quality literature that
addresses the task.
The explanation
demonstrates a
fundamental
understanding of
advocacy and
delegation as leadership
roles for the graduate
registered nurse.
The writing is supported
by mostly relevant
literature that addresses
the task.
The description of the
nurse’s role as an
advocate and as a
delegator, demonstrates
an awareness,
with/without an attempt
to address leadership.
The writing is mostly
supported by material,
that is not always
relevant to the task.
The description of the
nurse’s role as an
advocate and/or as a
delegator, demonstrates
a rudimentary
awareness. There is no
attempt to address
leadership.
The writing is
occasionally supported
by material, that is/is not
relevant to the task.
No attempt to
consider the
nurses leadership
role as either an
advocate or a
delegator.
Literary support is
minimal or absent
and/or does not
relate to the task.
Comprehension and
synthesis
Weighting: 40 %
The critical discussion is
supported by a synthesis of
relevant and quality
literature that demonstrates
an insightful evidence-based
understanding of delegation
of care and patient
outcomes.
The critical discussion is
supported by relevant and
quality literature that
demonstrates a
comprehensive
understanding of
delegation of care and
patient outcomes.
The critical discussion
demonstrates an
understanding of
delegation of care for
the patient.
The writing is
supported by relevant,
quality literature that
addresses the task.
The discussion
demonstrates an
understanding the
delegation process in a
patient care situation.
The writing is supported
by relevant literature that
generally addresses the
task.
The description
demonstrates a general
understanding of the
delegation process, with
some consideration for
the patient. The writing
is supported by relevant,
literature.
The description shows
some understanding
of the delegation
process, with some/no
consideration for the
patient.
The writing is
occasionally supported
by material, that is/is not
relevant to the task.
There has been
no attempt to
address
delegation, and/or
to consider the
patient care
outcome.
Literary support is
minimal or absent
and/or does not
relate to the task.
Video Recording.
Presentation
5%
The student presents as a
professional, communicates
confidently and uses
discipline specific language
that focuses on being a
GRN working in a clinical
area.
Student looks toward the
camera 100% of the time.
The student presents as a
professional,
communicates positively
using discipline specific
language that focuses on
being a GRN working in a
clinical area.
Student looks at the
camera 100% of the time.
The student presents
as a professional,
communicates clearly
using discipline
specific language that
focuses on being a
GRN working in a
clinical area.
Student looks at the
camera 95% of the
time.
The student presents as
a professional,
communicates using
discipline specific
language that relates to
being a GRN working in
a clinical area. Student
looks towards the
camera 85% of the time.
The student presents
with little interest
demonstrated in the
subject matter.
Discipline specific
language is used most
of the time and relates to
being a GRN or RN.
Student glancing
towards notes or away
from camera for > 15%
of the time.
The student presents
without intention or
application to nursing
practice.
Video is outside of the 2-
3 minute requirement.
Student reads from
notes >50%.
There is no
presentation.

NSB305 Assessment 1. 2020 Page 6 of 6
Video Recording.
Knowledge and
understanding
5%
Two types of advocacy were
comprehensively and
succinctly described from a
GRN perspective. Outcome
aims are described with
clarity and understanding.
Two types of advocacy
were comprehensively
described from a GRN
perspective. Outcome
aims are described with
understanding.
Two types of advocacy
were clearly described
from a GRN
perspective. Outcome
aims are described
with some
understanding.
Two types of advocacy
were described from a
GRN perspective.
Outcome aims are
described.
One or two types of
advocacy were
described from a nursing
or GRN perspective.
Outcome aims are not
clear.
One or two types of
advocacy was
introduced from a
nursing perspective.
Outcome aims are
suggested.
One or no actions
are described in
relation to nursing
practice.
Outcome aims are
absent.
Presentation
Task Structure
Literary Expression
Referencing Style
Weighting: 20%
Your introduction positions the
reader with a clear & explicit
understanding of the task. There
is a logical flow within and
between paragraphs. The
conclusion is decisive and
relates clearly and specifically to
the task showing originality and
inspired thinking. No
presentation errors.
English expression is succinct
and nondiscriminatory showing a
sophisticated use of terminology
and professional language that
is engaging and cohesive. There
are no grammatical, spelling
and/or errors in punctuation and
syntax.
There is evidence of a single
referencing style with no errors.
Your introduction concisely
and clearly introduces the
task. There is a logical flow
between paragraphs. The
conclusion is insightful and
justified from the body and the
topic of the paper.
English expression is concise,
definite and nondiscriminatory,
with an effective use of
terminology and professional
language that extends thinking
and written in the correct
genres. There are minor
grammatical, spelling and/or
errors in punctuation and
syntax.
There is evidence of a single
referencing style with minor
technical errors but correct
application.
Your introduction is useful
to direct the reader’s
attention to the topic and
the paper. Each section
addresses the task and
shows a logical
progression of thinking.
The conclusion relates to
the topic with an attempt
to make purposeful
comments.
English expression is
clear and unambiguous
with a reasonable use of
terminology and
professional language
that is informative and
relevant to the nursing
discipline. There are a
few (3 or 4) presentation,
grammatical, spelling
and/or errors in
punctuation and syntax.
There is evidence of a
single referencing style
with a few consistent
technical errors but
correct application.
Your introduction offers
basic preparation for the
paper and task. Each
section of the paper is
understandable and
generally addresses the
task. The conclusion is a
general statement of fact
drawn from the paper.
English expression is
understandable,
nondiscriminatory and
functional with some
attempts to use correct
terminology and
professional language
relevant to the nursing
discipline. There are a few
presentation errors but
many grammatical errors. >
5
There is evidence of a
single referencing style with
multiple technical errors with
an effort for correct
application.
An introduction and
conclusion was attempted
with a clear intention of
purpose. Each section of
the paper was evident.
Sentence/paragraph
construction broadly
reflected the task. Many
presentation and
grammatical errors. The
paper is minorly outside the
stated word limit. +/- 15%
There is evidence of more
than one referencing style
with many technical errors
An introduction and/or a
conclusion was attempted
without a clear intention of
purpose. Each section of
the paper was not evident.
A limited application to
develop
sentence/paragraph
structure.
The paper is well outside
the stated word limit. +/-
20% Many presentation and
grammatical errors.
There is evidence of more
than one referencing style
with many technical errors
A rudimentary
attempt with no clear
framework to
address the task.
The paper is well
outside the stated
word limit. +/- 30%.
Consistent
presentation and
grammatical errors.
Referencing style is
generally inaccurate
with consistent
technical errors.

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