400846Building Organisational Capacity in Health Care School of Nursing and Midwifery | Autumn 2017 LEARNING GUIDE Postgraduate Table of Contents 2 Table of Contents 2 1 Introduction to the unit 3 1.1 Unit Details 3 1.2 Handbook summary 3 1.3 Staff 3 1.4 Essential requirements 3 1.5 Changes to unit as a result of student feedback 4 2 Assessment Information 5 2.1 Course level learning outcomes 5 2.2 Learning Outcomes 5 2.3 Engaging with the unit 5 2.4 Assessment summary 6 2.5 To pass this unit 6 2.6 Assessment details 7 Assessment 1. Essay: Short Critical Discussion Paper 7 Assessment 2: Essay. 10 • Leadership role in a performance improvement plan or 10 • The role of leadership in workplace change. 10 2.7 Submission requirements 12 Late submission 12 Extension of due date for submission 13 Resubmission 13 Special consideration 13 3 Teaching and Learning Activities 14 4 Learning resources 18 4.1 Essential library resources 18 4.2 Literacy & numeracy resources 18 4.3 Citing resources and referencing 19 5 Important information 20 5.1 What is expected of you 20 5.2 What you can expect from the teaching team 20 Staff responsibilities 20 5.3 Raising concerns 20 5.4 Links to policy 21 5.5 Links to other resources 22 Marking Criteria and Standards: Assessment 1: Short Critical Analysis Essay 23 Marking Criteria and Standards: Assessment 2: Essay - Leadership role in planning Performance Improvement OR The role of the leader in facilitating a workplace change 26 1 Introduction to the unit 1.1 Unit Details Unit Code and Unit Name: 400846Building Organisational Capacity in Health Care Teaching Session and Year: Autumn 2017 Credit Points: 10 1.2 Handbook summary The concept, form and structure of health care organisations are explored. Organisational theory is used to analyse contemporary health care structures. Factors which influence organisational design, function and effectiveness are discussed including: organisational behaviour, strategy, culture, power and politics, technology, sustainability and effectiveness. A major focus is planning for strategic organisational development to meet the challenges of rapid change and the need for performance improvements in patient care delivery. Concepts related to the strategic development of workforce capacity in the health care arena considered through the application of theories including the learning organisation. Leadership is examined with emphasis on change management. 1.3 Staff Position Contact Details Western Sydney University Unit & Campus Coordinators Name: Robyn Moroney Email:[email protected] Phone:(02) 4570 1931(Office) Mobile: 0417 651 945 Academic Course Advisor Name:Dr Lauretta Luck Email:[email protected] Phone: (02) 96859568 Student Consultation Consultation can be by phone or email. Student appointments for face to face consultations can also be made by phone or email. Please note that the home campus for Robyn Moroney is the Hawkesbury campus but appointments at Parramatta campus can be made. Contact protocol Email communication with academic staff must be via your Western Sydney University email account. 1.4 Essential requirements Essential equipment Access to a computer and the internet is essential in order to be able to: access course materials; to participate in discussion groups; and to access additional resources provided by the lecturer during the session. See http://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/uwsonline_student_support for further information.   1.5 Changes to unit as a result of student feedback The University values student feedback in order to improve the quality of its educational programs. As a result of student feedback, the following changes and improvements to this unit have recently been made: • Increased number of video presentations and tutorial PowerPoints with audio embedding. • Simplified instructions for the assignments. • Assignment 2 has an option to undertake a broader theoretical essay related to the role of the leader in the change process. 2 Assessment Information 2.1 Course level learning outcomes Course levellearning outcomes can be accessed via the Postgraduate vUWS site. 2.2 Learning Outcomes Learning outcomes and their relationship to your course level outcomes can be found on the Postgraduate vUWS site https://vuws.westernsydney.edu.au/webapps/blackboard/execute/modulepage/view?course_id=_15642_1&cmp_tab_id=_80848_1&mode=view Learning outcomes for the unit are outlined below: 1. Apply organisational theory to organisational strategy and the design and structure of health care organisations. 2. Identify the factors driving changes in organisational strategy and design within the contemporary health care setting. 3. Analyse the impact of organisational culture and professional subcultures, power, politics and technology on readiness for change in health care organisations. 4. Discuss models and strategies used in effective change leadership and their application to the health care environment. 5. Examine models of workforce development used in organisational capacity building in the health care sector. 6. Explore the relationship between effective change leadership and improving organisational capacity and performance. 7. Outline leadership strategies required to mobilise and engage stakeholders in continuous organisational development and performance improvement in health care. 2.3 Engaging with the unit Activity How will teaching activities support achievement of learning outcomes? Modules Weekly completion ofthe learning tasks and readings in the learning modules will assist you to meet the learning outcomes and assignment requirements of this unit. Unit vUWS site The unit’s vUWS site will give you access to a wide range of resources and enable you to communicate with each other and with the unit co-ordinator through email and the discussion forums. You are advised to check the email and discussion forums weekly. Workshops The purpose of the workshops is to enable students to critically discuss and apply to the health care setting,the content of the prescribed readings within an interactive classroom environment. The workshops are 3 hours duration and will assist students to clarify and discuss issues related to the requirements of the assignments.   2.4 Assessment summary ASSESSMENT NUMBER ASSESSMENT ITEM AND DUE DATE LEARNING OUTCOMES WEIGHTING 1. Essay: Short Critical discussion paper Word Count: 1500 words Due Date: Monday the 27th March 2017 at 11PM 1,2,3 40% 2. Essay: Leadership role in performance improvementplan or the role of leadership in workplace change processes Word Count: 3000 words Due Date: Monday the 5th June 2017 at 11pm 3,4,5,6,7 60% 2.5 To pass this unit • Achieve at least 50% when all assessment marks are totalled AND • Complete and submit all assessment tasks at the required time and required academic standard You should note that, consistent with the Assessment Policy – Criteria and Standards-Based Assessment Policy, the final marks and grades are subject to determination of School and University Assessment and Progression Committees. Please see Assessment policy; http://policies.uws.edu.au/view.current.php?id=00227 Fail Non Submission Grade (FNS) The FNS grade will be awarded if you do not complete one or more of the mandatory assessment requirements listed in this Learning Guide or you do not officially withdraw from this unit. The following are some common examples of where an FNS grade is awarded: Did not • submit any assessment tasks • submit all of the mandatory assessment tasks • meet all of the specified attendance requirements • sit the final exam • complete all allocated clinical placement hours The FNS grade will be awarded irrespective of whether you achieve 50 or greater overall in the unit, for example you may achieve 35FNS or 55FNS. Reassessment Under special circumstances, as determined by the School of Nursing and Midwifery’s School Academic Committee, after unit results are entered for the semester, a unit may provide the opportunity for reassessment of a single assessment item to enable students the opportunity to improve their performance against the criteria and standards. Notification of reassessment, with the reassessment details, will be emailed to the student via their student scholar account during the semester break, providing students a set time period to respond. Students who fail to respond within the advised timeframe will risk losing their reassessment opportunity.   2.6 Assessment details Assessment 1.Essay: Short Critical Discussion Paper Weighting: 40% Word count: 1500 words Due Date: Monday the 27th March 2017 at 11pm Submission details: Refer to Submission Requirements (p.12) Marking Criteria and Standards: See page 23-25 Aim of Assessment This first assessment aims to assess the student’s capacity to critically discuss the structure of the case study organisation including the strengths and limitations of this structure in enabling the organisation to achieve their stated mission, vision and strategic objectives. Students are expected to be able to discuss the importance of vision, mission and goals for organisations. The assessment also allows students to organise their analysis in a formal essay form, applying the APA referencing conventions to their work. Using the case study provided, develop a short essay which demonstrates critical analysis/discussion of the Sydney Community Hospital organisational structure and its relationship to the stated mission, vision and strategic goals of this organisation. The module 1 readings are the framework for this essay and are the support theories for the next two modules Details Case Study Background information: The Sydney Community Hospital (SCH), a 110 bed community hospital situated in the outer northern suburbs of the Sydney, has provided general acute medical, surgical, obstetric and emergency services to the local community. Over the last 15 years the population of the area has increased significantly to include a much larger proportion of young families and a significant number of retirement villages with nursing homes attached. The hospital has reviewed the needs of this growing community and is changing its range of services in response to that review. To deal with these changes the Government has allocated resources to redevelop the hospital facilities and restructure the organisation to provide a focus on the health needs of the growing population and to provide a number of specialty services including cancer, paediatric, cardiovascular, renal services, trauma services, aged care and community services. The bed numbers will increase to 200, with an increase in the capacity for community clinics in the specialties. • The Vision statement of the hospital is to“Provide positive health experiences for the community”. • The stated mission of the new, larger hospital is “to provide highest quality, specialist health care in partnership with patients, carers, the community at large and other health care providers”. • The overall strategic goals of the new organisation are “to develop high performing, multidisciplinary teams within the specialist services in order to provide high quality, patient-centred care that is effective, efficient and able to respond to the changing health needs of the population”. The existing hospital has a traditional, functional (bureaucratic)organisational structure but the management team is currently reviewing alternative organisational structures which might better suit the changing internal and external environments of the organisation and have the potential to improve communication and collaboration across teams and accountability for resource utilisation, quality of care and patient outcomes. Essay instructions: After reading the case study above and using the course materials and essential readings, develop a short (1500 word), critical essay-style discussion paper. Within the essay, ensure that the following four (4) key points are part of the discussion. 1. Analysis of the advantages and limitations of the existing hospital organisational structure for the current health care environment and changing health needs of the population. 2. Identification of an alternative organisational structure that might be suitable for the new health service; describe the features of such a structure and identify how that structure might better facilitate the achievement of the new mission and strategic goals of the organisation. 3. Identification of the key lines of authority and responsibility for achieving the overall organisational goals within the suggested structure (compare this with the key lines of authority and responsibility in thecurrent functional structure) and discuss how this might enable this new hospital to achieve their stated objectives. 4. Critical analysis of the advantages and limitations of the suggested type of structure in relation to the changing health care environment and what the organisation wishes to achieve for patients, carers and the community. General information about the essay. This assignment requires you to read andcritically analysethe material from Module 1 of the Unit Learning Modules and the Study Guide in order to understand organisations from the point of view of their purpose and what they aim to achieve (the vision, mission and strategic goals); how organisational structures provide lines of authority and responsibility for achieving the mission and goals and the advantages and limitations of the various organisational structures commonly used in health care. The analysis should critically examine the type of organisational structure that might be more suitable for this organisation as it undergoes the described change and explain the usefulness of that type of structure in helping the organisation to achieve their stated mission, strategy and goals. What is a critical paper? In writing this critical discussion paper, it is important to: • read and interpret the information provided in the course materials; to question and evaluate that information; relate the theory to what happens in practice; • identify problems and possible solutions, develop an argument (or series of arguments) and support your suggestions and arguments with evidence from the literature and examples from the field. The two primary aims of this type of critical reading, thinking and writing are to: • analyse and evaluate the work of other people (the literature you are reading) and • develop your own arguments (supported by evidence, specifically appropriate references) as they apply to various situations (in this case it is the SCH case study). What is the value of thinking and writing critically? Developing a critical approach to thinking, allows you to assess information and develop an informed opinion which can be supported by reliable evidence. It also enables you to interpret others opinions and have the ability to discuss issues in an informed and open manner. Critical thinking means thinking carefully, questioning and testing what you hear and read, and being prepared to examine and, if necessary, change your beliefs and ideas. The marking sheet Thisis on pages 23-24 and provides the criteria and standards against which your assignment will be marked. Ensure that you cover all points on the marking sheet and that your critical discussion paper is structured to include an introduction, a number of paragraphs covering the key points of the assignment and a conclusion. Please remember to: • write in clear, concise English ( the academic literacy tutors (PCALs) will help you), • avoid long lists or dot points and lengthy quotes and • use examples from the case study to demonstrate your understanding of the ideas and concepts from the literature. You may wish to use headings to structure your assignment. Remember, all ideas and concepts drawn from textbooks, the literature or websites must be correctly acknowledged and referenced. For this first assignment it is not necessary to go beyond the Unit Learning Module 1 and the essential readings which have been supplied in that module. The School’s referencing requirement is the American Psychological Association (APA). Full details of the APA Style Guide can be found at: http://library.westernsydney.edu.au/main/sites/default/files/pdf/cite_APA.pdf Resources i. Examples of critical analysis of various topics are may be available on the vUWS site. ii. There are a number of textbooks and resources available through the Western Sydney University Library that may assist you. Please refer to the unit’s vUWS site for specific unit resources iii. Academic writing tutors (PCAL’s)are available on all three Campuses (Parramatta, Campbelltown and Hawkesbury) in the School of Nursing and Midwifery. They are available to help you to interpret and plan your assignments. This help can be accessed by phone and email (see p.18 for the link). Assessment 2: Essay. • Leadership role in a performance improvement plan or • The role of leadership in workplace change Weighting: 60% Word count: 3000 words Due Date: Monday June the 5th 2017 at 11pm Submission details: Refer to Submission Requirements (p.12) Marking Criteria and Standards: See page 26-28 Aim of Assessment This assessment aims to build on the learning outcomes for assessment 1 and apply the principles of effective leadership and change theory to a change strategy or performance improvement plan in the health care sector. The assessment asks students to consider the implications for capacity building and both personal and organisational level and the ways in which workplace culture may enhance or hinder the achievement of sustainable change outcomes. Students are asked to consider the role of the leader in developing workplaces that are flexible and able to meet the demands for change. Details Choose one of the following essay topics. 1. Critical Analysis of the leadership role in developing a performance improvement plan. Identify an area (one specific)health related practice that requires a performance improvement. Using some references form each module, identify and critically discuss relevant aspects of the following: • the role of the leader in this particular performance improvement • the type(s) of leadership style(s) that can effect change • the steps required (and their relevant change theory support) to implement this aspect of workplace performance • the impact of the workplace culture • the barriers and facilitators in change processes and the management strategies • the importance of benchmarking best practice related to this performance improvement • strategies for motivating and engaging the stakeholders/staff in the performance improvement at all stages OR 2. Critical Analysis of the role of the leader in workplace changeprocesses Critically discuss the role of the leader in facilitating any change process in the workplace. This could be discussed in relation to a health related area but could more generally examine the components of sustainable change and the role of the leader and leadership styles covered in this unit. Use of relevant literatureis expected, including some references from each of the three modules,as well as literature specific to the change to support the analysis and critical discussion. This could include: • the role of the leader in change processes • workplace culture and its relevance to workplace change • the importance of consideration of anorganisation’s vision, mission and strategic goals when considering workplace change • analysis of a change theory and its importance in the planning and implementation of any change. • the barriers and facilitators to the success of this change and how the leader can manage these. For both topics, you are expected to write a scholarly essay that explores the chosen topic in a critical manner and demonstrateyour understanding of the ideas and concepts related to leading organisational performance improvement or change. You are also required to demonstrate an ability to apply these ideas and concepts to the program being discussed. It is expected that you will use the accepted format for an academic essay including: • an introduction with a thesis statement • sections made up of a number of paragraphs that address each of the assignment points and • a comprehensive conclusion. • APA referencing The marking sheet (see pages 25 – 26) This provides the marking criteria and standards against which your assignment will be marked. Ensure that you cover all points on the marking sheet and that you are clear about the standards against which your work will be marked. You should write in clear English, avoid lists or dot points and lengthy quotes. You may wish to use headings to structure your assignment. All ideas and concepts drawn from the literature or websites must be correctly acknowledged and referenced. Referencing The School’s referencing requirement is the American Psychological Association (APA). Full details of the APA Style Guide can be found at: http://library.westernsydney.edu.au/main/sites/default/files/cite_APA.pdf 2.7 Submission requirements All assignments both paper copy and electronic copy must be submitted by the due date and time as specified in this document. Complete your assignment and submit your electronic copy as per the instructions below. Format All assignments are to be typed. Typing must be according to the following format. Required format: Length: as designated by assignment 3 cm left and right margins Double Spaced Font: Arial or Times New Roman Font size: 12pt All borrowings from other sources must be properly referenced and a reference list must be included at the end. Each assessment item will direct you to one of the submission options below: Electronic submission Step Electronic copy only Students are to submit an electronic copy of your assignment. Students are not required to submit the original hard copy of their assessment on campus. Submit your assessment electronically through the “Turnitin” link on the unit vUWS site. Students are to upload the assignment with the following title; Surname_Firstname_assignment title Your assessment must be submitted in .doc, docx. orpdf format. This assessment is marked online; no paper copy will be accepted. Marks, comments and the marking criteria will be released online. If you do not receive your marked assignment when all others have been returned, it is your responsibility to contact the unit coordinator for assistance. Feedback Feedback will be provided in accordance with the marking criteria for your assessment described in the subject outline for your unit. Further instructions for Turnitin: https://library.westernsydney.edu.au/FILES/turnitin/Turnitin_Student_Instructions.pdf Note:In some cases, the tutor or lecturer may not be the marker for the given assignment Late submission If you submit a late assessment, without receiving approval for an extension of time, (see next item), you will be penalised by 10% per day for up to 10 days. In other words, marks equal to 10% of the assignment’s weight will be deducted from the mark awarded. 1. For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for each late day 2. Saturday and Sunday each count as one calendar day 3. Assessments will not be accepted after the marked assessment task has been returned to students This is consistent with Clause 51 of the Western SydneyUniversity’s Assessment Policy – Criteria and Standards-Based Assessment. Extension of due date for submission Extensions are only granted in exceptional circumstances. To seek a short extension of time to complete an assessment item, please contact the Unit Coordinator in the first instance, prior to the due date. Resubmission Resubmission of assessment tasks that are deemed unsatisfactory or incomplete may be requested by the Unit Coordinator. The opportunity for resubmission may also be offered in the event of a student experiencing extenuating circumstances that require special consideration. Special consideration It is strongly recommended that you attend all scheduled learning activities to support your learning. If you have suffered misadventure, illness, or you have experienced exceptional circumstances that have prevented your attendance at class or your completion and submission of assessment tasks you may need to apply for Special Consideration via the Western Sydney University website http://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/special_consideration2 or the Student Centre. Special Consideration is not automatically granted. It is your responsibility to ensure that any missed content has been covered. Your lecturer will give you more information on how this must be done. 3 Teaching and Learning Activities Below is a suggested study pattern to assist with managing learning throughout the session. Week commencing Content Learning Module/Activity Learning Outcomes Week 1. 220 February All students must read the Learning Guideand Learning Modulesand record the assessment requirements, marking criteria and dates for submission of assessment items. Go to the 400846 vUWS site and explore all the sections, Access the recommended module readings (under the reading and resources tab on the left of the vUWS page for 400846 and the “Learning Materials” Tab) Review Study Guide and readings and read section on Organisational Theory and the first two readings (1.1& 1.2).Contact the coordinator if you have problems getting into any part of the site. Module 1 Readings 1.1 & 1.2 and the Learning Guide before attending the workshop next week. There is no workshop this week 1,2,3 Week 2. 227 February Learning Modules 1.3 &1.4 Study Guide - Read sectionon organisational strategy, structure and design – Vision, Mission, Values and Design. Complete activities and readings. Module 1 Readings 1.3 & 1.4 On-campus workshop 1,2,3 Week 3. 76 March Learning Modules - Read section on Organisational strategy, structure and design –think about the factors driving change in health care, organisational structures, organisational, motivation & culture. Complete activities and readings. Module 1 Readings 1.5 &1.6 1,2,3   Week 4. 113 March Learning Modules - Read section on Organisational culture and consider how organisations might develop a “readiness for change”. Complete activities and reading 1.7 & 1.8 Review assignment topics. Draft assignment 1 Module Readings 1.7 & 1.8 On-campus workshop 1,2,3 Week 5. 220 March Learning Modules Review module 1, complete readings and activities, draft assignment 1. Discuss with coordinator if you are unsure. Review assignment and work towards completion this week Make sure you have read all Module 1 readings. Incorporate these into your assignment. 1,2,3 Week 6. 127 March Assessment 1: Short Critical Analysis Due Monday the 27th March (Please see Submission Details for Assessments on page 12) All assignments are uploaded through Turnitin. Please contact the coordinator if you have problems uploading. On-campus workshop Week 7. 83 April Learning Modules - Read section on Leadership and adaptive organisational cultures and change. Complete the introductory reading and the activities for Module 2, followed by module readings 2.1& 2.2. Complete activities and readings 2.1 & 2.2 Module Readings 2.1 & 2.2 3,4,5 Week 8. 110 April(Public Holiday Good Fri 14th April) Stuvac   Week 9. 217 April Public Holiday 17th April (Easter Mon) Learning Modules- Read section on organisational capacity building and workforce development -Theories and frameworks for organisational capacity building, models and strategies for workforce development. Complete module Guide activities and readings 2.3, 2.4 & 2.5 Module readings 2.3, 2.4 &2.5 On-campus workshop 3,4,5 Week 10. 224 April Public Holiday 25 April (ANZAC Day) Learning Modules - Read section related to readings 2.6, 2.7 & 2.8. Complete activities from Module Guide and module reading. Module readings 2.6, 2.7 & 2.8 3,4,5 Week 11. 61 May Learning Modules. Read the section on improving organisational performance, theories and concepts underpinning performance improvement in health care settings. Complete module activities and readings 3.1 & 3.2. Module readings 3.1 & 3.2 On-campus workshop 6,7 Week 12. 18 May Learning Modules - Study Guide- read section related to readings 3.3 & 3.4. Complete Module Guide activities and readings 3.3 & 3.4 Module readings 3.3 & 3.4 6,7 Week 13. 215 May Learning Modules - Read section on leading capacity building through performance improvement and readings 3.5 & 3.6. Module readings 3.5 & 3.6 On-campus workshop 6,7   Week 14. 222 May Review topics for assignment 2 Access readings specific to the PI or change assignment Review all modules for inclusion of relevant material from them in the assignment Review Modules 1 - 3, plan and write assignment 2. Contact the coordinator if you need help 6,7 Week 15. 329 May Stuvac Week 16. 15 June Exam week Assignment 2 due Monday the 5th June Week 17. 112 June Public Holiday 12th June Exam week Week 18. 219 June Exam week   4 Learning resources 4.1 Essential library resources Essential Texts No essential texts. A set of readings will be made available to students on vUWS. Additional Reading List Casali, G.L. & Day, G.E. (2010). Treating an unhealthy organisational culture: the implications of the Bundaberg hospital inquiry for managerial ethical decision making. Australian health care review, 34, 73-79 Finkelman, A.W. (2015). Teamwork and motivation. InLeadership and management for nurses: core competencies for quality care (3rd ed.).Boston: Pearson/Prentice Hall Harris, M., & Associates. (2006). Managing health services: Concepts and practices. (2nd ed.). Sydney: Mosby Elsevier. Kotter, J.P. & Schlesinger, L.A. (2008). Choosing strategies for change. Harvard business review, July-Aug 2008, 130-139 Marquis, B.J., & Huston, C. J. (2015). Leadership roles and functions in nursing: Theory and application (8th ed.). Philadelphia: Wolters Kluwer Lippincott Williams and Wilkins. Sullivan, E. J. & Decker, P. J. (2012). Designing organizations, in Effective leadership and management in nursing (8th ed.). Upper Saddle River, NJ: Prentice Hall. Sullivan, E. J., & Garland, G. (2013). Practical leadership and management for nurses and allied health professionals(2nd ed.). Harlow, England: Pearson Education. 4.2 Literacy &numeracy resources The School of Nursing and Midwifery have qualified staff in the teaching of English language and literacy who are available to support all students in Professional Communication and Academic Literacy (PCAL) Skills on each campus. Contact details below. Please email for PCAL Support workshops, small group and individual appointments. Campbelltown Campus [email protected] Hawkesbury Campus [email protected] Lithgow Campus [email protected] Parramatta Campus [email protected] Library You are encouraged to make good use of the resources offered by the Library. Library resources can be accessed via the Western Sydney University web site.   4.3 Citing resources and referencing References must be correctly and adequately given in the American Psychological Association (APA) (6th ed.) referencing style as per the Western Sydney University (2016) American Psychological Association referencing style guide. Available from:https://library.westernsydney.edu.au/main/sites/default/files/cite_APA.pdf When writing assignments, reports, research papers or theses, you must acknowledge quotations, information and ideas taken from other authors through a list of references. Full details of referencing systems can be found at: https://library.westernsydney.edu.au/main/guides/referencing-citation 5 Important information 5.1 What is expected of you Study load For a 10 credit point unit, students are expected to study 10 hours per week for 14 weeks on that unit. For example, if class time totals 2 hours per week, then students are expected to study a further 8 hours per week outside of class time. Attendance Part-time external students – no classroom attendance required. The unit is designed for off-campus students to learn in the online learning mode using the Learning Modules, readings and online discussion groups through the vUWS e-learning site. Day mode full-time on-campus students – workshop attendance required, supplemented with Learning Modules and readings on the unit vUWS e-learning site. Workshops will be conducted as per the published timetable. 5.2 What you can expect from the teaching team Academic staff carry out their teaching responsibilities under the authority of the Deputy Dean and Director of Academic Program. The responsibilities of staff are outlined below. Staff responsibilities • Assess students' work fairly, objectively and consistently and when in doubt consult with the Academic Course Advisor or Director of Academic Program. • Provide students with appropriate, helpful and explanatory feedback on all work submitted for assessment. • Make reasonable accommodation (e.g. length of time to complete) in assessment tasks and examinations for students with special requirements and to seek assistance from the Disability Advisor and Counsellor where appropriate and needed. • Ensure deadlines for the submission of examination papers to the Academic Registrar are met. • Immediately report to the unit coordinator and/or Academic Course Advisor any instances of student cheating, collusion and/or plagiarism. On-Line learning requirements Unit materials will be made available on the unit’s vUWS (E-Learning) site. Students are expected to consult vUWS at least twice a week, as all unit announcements will be made via vUWS. Teaching and learning materials will be regularly updated and posted online 5.3 Raising concerns If you have a concern about this unit please contact your unit coordinator in the first instance. If you would prefer to speak to someone else, you are advised to contact your Director of Academic Program (see the online handbook to identify your Director of Academic Program and their contact details http://handbook.westernsydney.edu.au/hbook/). More information about resolving complaints is available on the Western Sydney University website. http://www.westernsydney.edu.au/complaints/complaints_management_and_resolution The University also has a confidential Complaints Resolution Unit (see link above) Staff in that unit can provide you with advice on addressing your concerns within the School and, in some circumstances, they may undertake an investigation. Concerns must be raised with the Complaints Resolution Unit within a six month timeframe.You may contact this unit of the University at any time however we would appreciate the opportunity to resolve the complaint in the first instance. 5.4 Links to policy The University has a number of policies that relate to teaching and learning, Important policies affecting students include: • Student Code of Conduct Policy: http://policies.uws.edu.au/view.current.php?id=00258 • Assessment Policy – Criteria and Standards-Based Assessment: http://policies.uws.edu.au/view.current.php?id=00227 • Examinations Policy:http://policies.uws.edu.au/view.current.php?id=00204 • Special Consideration Policy:http://policies.uws.edu.au/view.current.php?id=00205 • Review of Grade Policy:http://policies.uws.edu.au/view.current.php?id=00203 • Student Misconduct Rule Policy: http://policies.uws.edu.au/view.current.php?id=00304 • Enrolment Policy(includes a section on the Western Sydney University Student Email Account): http://policies.uws.edu.au/view.current.php?id=00019 • Bullying Prevention Policy and Guidelines: http://policies.uws.edu.au/view.current.php?id=00099&http://policies.uws.edu.au/view.current.php?id=00240 • Sexual Harassment Prevention Policy:http://policies.uws.edu.au/view.current.php?id=00103 Breaches of the Student Misconduct Rule Policy can have very serious consequences. It is essential that you are familiar with this policy and know how to avoid misconduct of any type.   5.5 Links to other resources Life at Western Sydney University Find out about life outside the lecture theatre – news and events, services and facilities, career information and more! http://www.westernsydney.edu.au/future/future_students_home/studentlife E-Learning Check your vUWS sites regularly for unit announcements and to keep up with online discussions. If you do not have access to vUWS please contact e-learning on http://elearning.westernsydney.edu.au Student Support Services Supporting, Connecting, Engaging, working together towards Success Access a broad range of student support services for local and international students to enhance your experiences at Western Sydney University - https://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities If you have any personal issues that may impact your studies, you don’t have to deal with them on your own. Contact Student Welfare Service, Counselling Service, Disability Service, or Student Advocate as early as possible. Course and unit rules This site provides information on pre-requisites, co-requisites and other matters concerning how your course is structured. http://www.westernsydney.edu.au/currentstudents/current_students/enrolment/course_and_unit_rules Course inherent requirements The home page link for the Inherent Requirements for Nursing and Midwifery (postgraduate) can be found at: http://www.westernsydney.edu.au/ir/inherent_requirements/inherent_requirements_for_postgraduate_nursing_courses Student Services and Facilities Services and facilities for current students is a unit that can offer students assistance in writing good exam essays. It offers a number of workshops that will support your learning and enable you to achieve success at university. These include: bridging programs, academic skills workshops, Peer Assisted Study Sessions (PASS) Policies This site includes the full details of policies that apply to you as a Western Sydney University student. http://www.uws.edu.au/policies/a-z Ministry NSW Health http://www.health.nsw.gov.au/ Marking Criteria and Standards:Assessment 1: Short Critical Analysis Essay Criteria High Distinction Distinction Credit Pass Fail Content and relevance of analysis and discussion (15%) Clearly addresses the assignment topic succinctly describing the four key issues outlined in the assignment description. All discussion is appropriately applied to the case study Outstanding answer. Demonstrated very clear understanding of the concepts related to the four key issues and their application to the case study. Shows critical insights into the topic & draws appropriate conclusions. Very good answer. The key issues are identified & pursued, draws on own observations & critical analysis of literature, draws sound conclusions. Discussion is applied to the case study. Good answer. Shows a good understanding of most aspects of the topic, uses examples to demonstrate understanding and application to the case study is substantial. Some key issuesmay not be well covered. Covers most aspects of topic but does not demonstrate good understanding of all issues. Needs to use examples of application to the case study to show application to practice. Fails to address the topic adequately, or key issues of the question have not been addressed. Fails to link materials presented back to the case study. Subtotal 15 13-15 11.5-12.5 10 -11 7.5- 9.5 <7 Allocated Mark Critical use of literature (10%) Uses relevant resource material from the recommended readings and other appropriate resources in a critical manner. Answer based on module readings. Resource material highly relevant to topic, evidence of critical analysis & synthesis of information. Very good use of relevant resource materials, information critically analysed and well integrated to provide evidence in support of arguments. Good use of relevant resource materials; shows some analysis and integration of information to develop an argument. Resource materials are relevant but limited, there is over-reliance on one source, or the source material is not used in a critical manner. Inadequate use of resource material. Shows limited reading & analysis. Predominantly simple factual description. Some content is irrelevant. Subtotal 10 8.5-10 7.5-8 6.5-7 5-6 <4.5 Allocated Mark Structure & Development of assignment (5%) Clear structure and logical organization of material including introduction, thesis statement, and assignment “body”is divided into sections with suitable headings & paragraphing, logical flow, well developed arguments. Outstanding structure and organisation including clear thesis statement, use of descriptive headings, logical development and flow of arguments and comprehensive concluding statements. Very good structure & organisation of material. The introduction presents a thesis & outline of the essay. Paragraphs used to logically develop the arguments. Good conclusions drawn. Good structure with clear introduction, good organisation & linkage of ideas and arguments using well-constructed paragraphs & concluding remarks. Structure and organisation of assignment adequate, although introduction, paragraph structure & conclusions need to be strengthened. The assignment structure is very unclear or is inappropriate. There is no clearly identifiable thesis or argument. Subtotal 5 4.5- 5 4 3.5 2.5-3 < 2 Allocated Mark   Criteria High Distinction Distinction Credit Pass Fail English expression and grammar (5%) Good command of English expression & academic language with accurate spelling& good range of appropriate grammar, punctuation and vocabulary. Outstanding written English expression. Writing clear & concise, accurate spelling, grammar & punctuation. Grammatical choices enhance persuasiveness of arguments. Very good English expression; readability enhanced by concise writing and accurate spelling, grammar & punctuation. English expression, spelling & grammar are good, generally concise & appropriate to an academic essay. English expression & grammar is reasonably accurate, although errors detract from the readability. Intended meaning relatively clear. Unacceptable level of written English expression including frequent spelling & grammatical errors. Meaning difficult to understand. Subtotal 5 4.5- 5 4 3.5 2.5- 3 < 2 Allocated Mark Presentation & Referencing (6%) In-text referencing & reference list accurate and complete according to APA style. Appropriate length, well presented with attention to detail for layout, title, page numbers, reference list and appendices where applicable. Assignment meets high standards of presentation within word limit; includes comprehensive, accurate and consistent in-text referencing and complete and accurate reference list. Assignment meets all requirements and is well presented. Accurate & consistent in-text referencing, reference list complete and correct. Presentation generally good. Most aspects of in-text referencing correct; some references cited in the text may be incorrect or missing from the reference list. Work submitted according to minimum requirements. Source materials may not be acknowledged properly or consistently. Reference list details incomplete or incorrect. Presentation does not meet minimum standards. Inadequate and/or incorrect referencing. Sources may not be referenced correctly or appear to be plagiarised. Reference list incomplete. Subtotal 5 4.5- 5 4 3.5 2.5 - 3 <2 Allocated Mark Total Allocated Mark Marking Criteria and Standards: Assessment 2: Essay- Leadership role in planningPerformance Improvement OR The role of the leader in facilitating a workplace change Criteria High Distinction Distinction Credit Pass Fail Content and relevance of analysis and discussion (20%) Addresses the Performance improvement or change process in a critical manner and demonstrates a sound understanding of the ideas and concepts related to change or performance improvement. Critically discusses all key issues in the assignment outline. Examples of theoretical application are clear and highly relevant. Outstanding answer. Very clear understanding & appreciation of the concepts related to the key issues associated with change or performance improvement. Explains the application of all concepts to the changes being explored. Shows critical insights into the topic & draws appropriate conclusions. Very good answer. Clear understanding of theoretical issues and debates. The key issues are identified and pursued, draws on own observations and experience. Can explain the application of the theory. Good answer. Shows an understanding of most aspects of the topic, uses examples to demonstrate understanding of the change or performance processes. Some key issues not well covered. Addresses topic but some key content and/or issues related to the question have not been addressed. Some content may be substantially irrelevant. Application to change situations may need further explanation. Fails to address the topic adequately, or key issues of the question have not been addressed. Fails to link materials presented back to the topic. Some content may be irrelevant. Subtotal 20 17-20 15-16.5 13-14.5 10-12.5 ≤ 9.5 Allocated Mark Critical use of literature (15%) Uses relevant resource material from the recommended module readings and other appropriate resources in a critical manner. Answer based on extensive reading. Resource material highly relevant to topic, evidence of critical analysis & application of information. Very good use of relevant resource materials, information critically analysed and well integrated to provide evidence in support of arguments. Good use of relevant resource materials; shows some analysis, application and integration of information to develop an argument. Resource materials are relevant but limited, there may be over-reliance on one source, or the source material is mainly descriptive with limited critique. Inadequate use of resource material. Shows limited reading & analysis. Predominantly simple factual description. Some content is irrelevant. Subtotal 15 13-15 11.5-12.5 10-11.0 7.5-9.5 ≤ 7 Allocated Mark Structure & Development of assignment, (15%) Clear structure and logical organisation of material including introduction, thesis statement, and body divided into sections with suitable headings & paragraphing, logical flow, well developed arguments. Outstanding structure and organisation including clear introduction & thesis statement, use of descriptive headings, logical development and flow of arguments and comprehensive concluding statements. Very good structure & organisation of material. The introduction presents a thesis & outline of the essay. Paragraphs used to logically develop the arguments. Good conclusions drawn. Good structure with clear introduction, good organisation & linkage of ideas and arguments using well-constructed paragraphs & concluding remarks. Structure and organisation adequate but introduction, paragraph structure & conclusions need to be strengthened. Predominantly simple factual description. The assignment structure is very unclear or is inappropriate. There is no clearly identifiable thesis or argument. Subtotal 15 13-15 11.5-12.5 10-11.0 7.5-9.5 ≤ 7 Allocated Mark   Criteria High Distinction Distinction Credit Pass Fail English expression and grammar (5%) Good command of English expression & academic language with accurate spelling& good range of appropriate grammar, punctuation and vocabulary. Outstanding written English expression. Writing clear & concise, accurate spelling, grammar & punctuation. Grammatical choices enhance persuasiveness of arguments. Very good English expression; readability enhanced by concise writing and accurate spelling, grammar & punctuation. English expression, spelling & grammar are good, generally concise & appropriate to an academic essay. English expression & grammar is reasonably accurate, although errors detract from the readability. Intended meaning relatively clear. Unacceptable level of written English expression including frequent spelling & grammatical errors. Meaning difficult to understand. Subtotal 5 5 4-4.5 3.5 2.5-3 ≤ 2 Allocated Mark Presentation & Referencing (5%) In-text referencing & reference list accurate and complete according to APA style. Appropriate length, well presented with attention to detail for layout, title, page numbers, reference list and appendices where applicable. Assignment meets high standards of presentation within word limit; includes comprehensive, accurate and consistent in-text referencing and complete and accurate reference list. Assignment meets all requirements and is well presented.Accurate & consistent in-text referencing, reference list complete and correct. Presentation is generally good. Most aspects of in-text referencing correct; some references cited in the text may be incorrect or missing from the reference list. Work submitted according to minimum requirements.Source materials may not be acknowledged properly or consistently. Reference list details incomplete or incorrect. Presentation does not meet minimum standards. Inadequate and/or incorrect referencing. Sources may not be referenced correctly or appear to be plagiarised. Reference list incomplete. Subtotal 5 5 4-4.5 3.5 2.5-3 ≤ 2 Allocated Mark Total Allocated Mark