Faculty of Health & Applied Sciences Assessment Feedback

Module Code and Title: UZWYCB-15-1 Fundamentals of Nursing Practice Assessment component: 2000-word assignment

Submission date: 17th May 2022 Student ID: 16036822

0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-89% 90-100%

FHEQ Level 4 A Limited/Very Marginal Fail/ Pass Good Very Good Excellent Outstanding Exceptional
Level 1 Limited/ Limited piece of work
Exceptionally Limited
Piece of Work
Module LO 1
Explore rationale for 20-29% 35%-39% Meets the Competent grasp Comprehensive in Clear and well- Clear and Original and
person centred practice Some positive Some strengths, but relevant learning of main issues content and presented sophisticated imaginative
supported by elements but overall not reaching outcomes but showing ability to reasonably well argument. argument. Evidence argument and
generally the minimum pass mostly begin to apply organised argument Evidence of clear of insightful analysis critical evaluation.
contemporary concepts,
unsatisfactory with standard due to some descriptive. Some and interpret but development of understanding of in most areas; Exceptional in
evidence and nursing some irrelevant or key omissions in basic information, but ideas could be relevant issues convincing knowledge,
models, employing these incorrect material. presentation, interpretation but could be improved. and ideas. Sound synthesis of a range comprehension
to recognise areas for Lack of discussion. argument or not very well strengthened. Demonstrates evidence of of appropriate and creativity.
improvement structure. Content developed. Some Some analysis ability to evaluate knowledge. sources. Excellent Exemplary.
10-19% not always relevant. misunderstanding evident and but somewhat Logical referencing.
This can present as: Significant of key principles begins to develop limited in-depth development of
deficiencies; Likely to 30-34% and concepts. argument but discussion. Clear ideas presented.
have insufficient, Some positive Evidence of some tends to be evidence of Evidence of
• Makes links between
irrelevant or incorrect elements but missing appropriate descriptive. appropriate having read
chosen topic and
material. Likely to some essential reading. May be Balance between reading. Good widely and
patient centred care
have very poor aspects. For example, prone to description and referencing. appropriately.
structure; no may be lacking in unsubstantiated evaluation could Very good
• Provides clear and assertion be improved.
discussion. focus and structure. referencing.
concise arguments Some evidence of
Likely to have limited
within the assignment reading but
0-9% discussion with some
lack of relevance. limited and not
Insufficient material
• Supports arguments Presentation may always
presented. No
with a reference base need to be improved. appropriately
evidence of sufficient
and relevant Likely to show referenced.
preparation. Zero is
literature. insufficient evidence
reserved for failure to
attempt an answer, of reading.
• Demonstrates but where a
accurate knowledge submission has been
and understanding of made.
the chosen topic.

• Applies accurate
referencing technique
(UWE Harvard)
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 Faculty of Health & Applied Sciences Assessment Feedback

0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-89% 90-100%

FHEQ Level 4 A Limited/Very Marginal Fail/ Pass Good Very Good Excellent Outstanding Exceptional
Level 1 Limited/ Limited piece of work
Exceptionally Limited
Piece of Work
Module LO 2
Demonstrate an 20-29% 35%-39% Meets the Competent grasp Comprehensive in Clear and well- Clear and Original and
understanding of a person- Some positive Some strengths, but relevant learning of main issues content and presented sophisticated imaginative
centred approach to elements but overall not reaching outcomes but showing ability to reasonably well argument. argument. Evidence argument and
generally the minimum pass mostly begin to apply organised argument Evidence of clear of insightful analysis critical evaluation.
patient/service user care
unsatisfactory with standard due to some descriptive. Some and interpret but development of understanding of in most areas; Exceptional in
including the capacity for some irrelevant or key omissions in basic information, but ideas could be relevant issues convincing knowledge,
decision making with incorrect material. presentation, interpretation but could be improved. and ideas. Sound synthesis of a range comprehension
people and the need to Lack of discussion. argument or not very well strengthened. Demonstrates evidence of of appropriate and creativity.
safeguard vulnerable structure. Content developed. Some Some analysis ability to evaluate knowledge. sources. Exemplary.
children and young people, 10-19% not always relevant. misunderstanding evident and but somewhat Logical
adults, mental health, and Significant of key principles begins to develop limited in-depth development of
deficiencies; Likely to 30-34% and concepts. argument but discussion. ideas presented.
learning disabilities patient
have insufficient, Some positive tends to be
groups. descriptive.
irrelevant or incorrect elements but missing
material. Likely to some essential Balance between
This can present as: have very poor aspects. For example, description and
structure; no may be lacking in evaluation could
• Shows an discussion. focus and structure. be improved.
understanding of the Likely to have limited
role of the nurse with 0-9% discussion with some
relevance to their field Insufficient material lack of relevance.
of practice presented. No
evidence of sufficient
• Recognises the preparation.
importance of a
person-centred
approach to care,
within the context of
their field of practice

• Identifies the
importance of
upholding the safety
of people in their care,
identifying why

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 Faculty of Health & Applied Sciences Assessment Feedback
children, young people
and adults may be
vulnerable.

0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-89% 90-100%

FHEQ Level 4 A Limited/Very Marginal Fail/ Pass Good Very Good Excellent Outstanding Exceptional
Level 1 Limited/ Limited piece of work
Exceptionally Limited
Piece of Work
Module LO 3
Explore the rights of 20-29% 35%-39% Meets the Competent grasp Reasonably well Clear and well- Clear and Original and
children and young people, Some positive Some strengths, but relevant learning of main issues organised argument presented sophisticated imaginative
adults, carers, and families elements but overall not reaching outcomes but showing ability to but evaluation and argument. Sound argument and argument and
generally the minimum pass mostly begin to evaluate development of evidence of evaluation. critical evaluation.
in the context of health
unsatisfactory with standard due to some descriptive. Some and interpret ideas could be evaluation and Evidence of Exceptional in
and social care and the some irrelevant or key omissions in basic information, but improved. knowledge. insightful analysis in knowledge,
roles and responsibilities incorrect material. presentation, interpretation could be Demonstrates Evidence of clear most areas; comprehension
of the nurse within an Lack of discussion. argument or and evaluation strengthened. ability to evaluate understanding of convincing and creativity.
ethical, legal, and structure. Content but not very well Some analysis but somewhat relevant issues synthesis of a range Exemplary.
10-19% not always relevant. developed. Some evident and limited in-depth and ideas. Sound of appropriate
professional context.
Significant misunderstanding begins to develop discussion. evidence of sources.
deficiencies; Likely to 30-34% of key principles argument but knowledge.
This can present as: have insufficient, Some positive and concepts. tends to be Logical
irrelevant or incorrect elements but missing descriptive. development of
• Demonstrates learning material. Likely to some essential Balance between ideas presented.
from the module with have very poor aspects. For example, description and
reference to relevant structure; no may be lacking in evaluation could
policies, guidance and discussion. focus and structure. be improved.
legislation. Likely to have limited
0-9% discussion with some
• Identifies the role and Insufficient material lack of relevance.
responsibilities of the presented. No
nurse in meeting the evidence of sufficient
needs of people within preparation.
their field of practice.

• Explores how the

rights of children,
young people and
adults are upheld
within healthcare,
with reference to
relevant guidelines,

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 Faculty of Health & Applied Sciences Assessment Feedback
policies and
legislation.

0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-89% 90-100%

FHEQ Level 4 A Limited/Very Marginal Fail/ Pass Good Very Good Excellent Outstanding Exceptional
Level 1 Limited/ Limited piece of work
Exceptionally Limited
Piece of Work
Module LO 4
Demonstrate an 20-29% 35%-39% Meets the Competent grasp Reasonably well Clear and well- Clear and Original and
understanding of Some positive Some strengths, but relevant learning of main issues organised argument presented sophisticated imaginative
promoting and maintaining elements but overall not reaching outcomes but showing ability to but evaluation and argument. Sound argument and argument and
generally the minimum pass mostly begin to evaluate development of evidence of evaluation. critical evaluation.
non-discriminatory
unsatisfactory with standard due to some descriptive. Some and interpret ideas could be evaluation and Evidence of Exceptional in
practice. some irrelevant or key omissions in basic information, but improved. knowledge. insightful analysis in knowledge,
incorrect material. presentation, interpretation could be Demonstrates Evidence of clear most areas; comprehension
This can present as: Lack of discussion. argument or and evaluation strengthened. ability to evaluate understanding of convincing and creativity.
structure. Content but not very well Some analysis but somewhat relevant issues synthesis of a range Exemplary.
• Demonstrates 10-19% not always relevant. developed. Some evident and limited in-depth and ideas. Sound of appropriate
consideration of Significant misunderstanding begins to develop discussion. evidence of sources.
diversity within the deficiencies; Likely to 30-34% of key principles argument but knowledge.
context of the chosen have insufficient, Some positive and concepts. tends to be Logical
topic irrelevant or incorrect elements but missing descriptive. development of
material. Likely to some essential Balance between ideas presented.
have very poor aspects. For example, description and
• Identifies appropriate
structure; no may be lacking in evaluation could
policies, guidance and
discussion. focus and structure. be improved.
legislation which
promotes non- Likely to have limited
discriminatory practice 0-9% discussion with some
(e.g. NMC code; Insufficient material lack of relevance.
Equality Act 2010) presented. No
evidence of sufficient
• Shows an preparation.
understanding of the
need to consider
person centred care
within the context of
the chosen topic.

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 Faculty of Health & Applied Sciences Assessment Feedback

0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-89% 90-100%

FHEQ Level 4 A Limited/Very Marginal Fail/ Pass Good Very Good Excellent Outstanding Exceptional
Level 1 Limited/ Limited piece of work
Exceptionally Limited
Piece of Work
Module LO 5

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 Faculty of Health & Applied Sciences Assessment Feedback
Demonstrate how to make 20-29% 35%-39% Meets the Competent grasp Reasonably well Clear and well- Clear and Original and
use of evidence-based Some positive Some strengths, but relevant learning of main issues organised argument presented sophisticated imaginative
decision making in elements but overall not reaching outcomes but showing ability to but evaluation and argument. Sound argument and argument and
generally the minimum pass mostly begin to evaluate development of evidence of evaluation. critical evaluation.
delivering patient centred
unsatisfactory with standard due to some descriptive. Some and interpret ideas could be evaluation and Evidence of Exceptional in
practice. some irrelevant or key omissions in basic information, but improved. knowledge. insightful analysis in knowledge,
incorrect material. presentation, interpretation could be Demonstrates Evidence of clear most areas; comprehension
This can present as: Lack of discussion. argument or and evaluation strengthened. ability to evaluate understanding of convincing and creativity.
structure. Content but not very well Some analysis but somewhat relevant issues synthesis of a range Exemplary.
• Identifies appropriate 10-19% not always relevant. developed. Some evident and limited in-depth and ideas. Sound of appropriate
policies and literature Significant misunderstanding begins to develop discussion. evidence of sources.
which demonstrates or deficiencies; Likely to 30-34% of key principles argument but knowledge.
supports the use of an have insufficient, Some positive and concepts. tends to be Logical
evidence-based irrelevant or incorrect elements but missing descriptive. development of
approach (e.g. NMC material. Likely to some essential Balance between ideas presented.
code) have very poor aspects. For example, description and
structure; no may be lacking in evaluation could
discussion. focus and structure. be improved.
• Demonstrates an
ability to evaluate the Likely to have limited
quality of resources in 0-9% discussion with some
supporting the Insufficient material lack of relevance.
arguments made. presented. No
evidence of sufficient
preparation.

Markers Overall Comments and Advice to Student:

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 Faculty of Health & Applied Sciences Assessment Feedback
Thank you for your submission and a relevant and important topic. You demonstrate your understanding of the topic well throughout the assignment.
You start with a good introduction to the topic and set out its importance. You link this well throughout to the relevance to nursing practice.
You have read widely and bring in a wide range of appropriate literature to support your discussion.

There are some areas that are largely descriptive, however you bring in and compare the relevant legislation that supports the practice. To increase your marks – be critical and
compare your reading. Avoid using lots of direct quotes unless it’s a pivotal statement. You need to demonstrate you can evaluate this to show understanding.
You could have been more explicit in your link from Safeguarding to person centred care, and also how we can avoid or the challenges of avoiding discriminatory practice.
Good discussion on the key principles of safeguarding supported by the relevant literature.

Well done you have articulately presented a good paper on safeguarding and how they relate to the fundamentals of nursing.

Development Points: In order to improve your work, in future submissions focus on the following:
Avoid using direct quotes
Paragraph structure, some are very short statement like, they need to flow in to one another
Develop your critical thinking and analysis of the reading

Study Skills: A checked box indicates aspects that need development.

Please use this link to the study skills resource website: http://www.uwe.ac.uk/library/resources/hub/
In addition to the online resources there are study skills workshops and events which you can sign up to. You will see events categorised according to where they are run, so
for Frenchay click on ‘View all study skills events at Frenchay Campus’. Click on the ones that you are interested in attending and then you can register via Infohub.
Interpretation of the question Evidence of appropriate reading Communication and writing style
Assignment structure/brief not followed Referencing Punctuation, spelling and grammar
Analysis and evaluation Word count not included/breached

You are strongly advised to make an appointment with the first marker:
If your first marker is not available, then please contact the module leader.
Agreed Mark Name of First Marker: Name of Second Marker:
(mark available through Aimee Hilton (if applicable)
MyUWE/Bb if no mark visible
here)

Students are reminded that marks are PROVISIONAL until ratified by the Field Board.
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 Faculty of Health & Applied Sciences Assessment Feedback

Student Feedback Action Plan

This page is provided to help you make sense of and to take ownership of the feedback you receive and help you plan how to improve your future work. You
might use your comments here to help focus a meeting with your marker, module leader, personal tutor.

Date: Piece of Work: Mark:

Things I did that attracted positive feedback: Things I did that attracted critical feedback:

How I feel Positive feedback: Critical feedback:

about the
feedback:

Things I can do to build on the positive feedback: Things I can do to build on the critical feedback:

The single most important thing for me to do in the future on the basis of this feedback:

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 Faculty of Health & Applied Sciences Assessment Feedback

The single most important thing for me to avoid doing in the future on the basis of this feedback:

Notes about any recurring trends regarding the feedback I am receiving:

Consider your performance against the graduate skills of;

Communication
Professionalism
Critical Thinking
Digital Fluency
Innovative and Enterprising
Forward Looking
Emotional Intelligence
Globally Engaged

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Faculty of Health & Applied Sciences Assessment Feedback

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