| University | University of Waikato (UOW) |
| Subject | NURSE577 Nursing Practicum III |
NURSE577 ASSESSMENT BRIEF
ASSESSMENT SCHEDULE
| Assessment | Weighting | Due date |
|---|---|---|
| Innovation Group Project | 15% | Friday 6th March (Expo day) |
| Practice Portfolio | 20% | Friday 12th June 11:59pm |
| Medicine Management | 25% | Thursday 9th April 2:00pm |
| MCQ | 20% | Friday 8th May 10:00am |
| OSCE | 20% | Week 4th May |
Struggling with NURSE577 Nursing Practicum III Assessment at UOW?
Hire NZ Native Experts 24/7.
INNOVATION GROUP PROJECT ASSESSMENT OUTLINE & MARKING RUBRIC
ASSESSMENT ONE: GROUP PROJECT – Poster presentation
Summative (Final) Due Date: Friday 6th March (expo day)
Format
For example:
1. Poster, submitted online through Moodle/Turnitin on March 6th prior to the Expo
2. Printed version of poster which is portrait orientation of A1 size (594 x 841 mm) for display at the exhibition on March 6th
Weighting: 15%
Learning Outcomes
Learning Outcomes: 3, 4, 5
1. Explore and critique the role of digital and virtual health technologies in delivering equitable and person- centred care
2. Describe the role of leadership and advocacy in the development and delivery of responsive, equitable health services
3. Apply principles of culturally safe and equity- oriented health promotion for an identified population group
Aim
The purpose of this assessment is for students to reflect in groups about clinical practice and in the context of serving a population with diverse, interwoven health needs, highlight a problem and propose an innovation that enhances holistic nursing care with a tangible solution. The innovation will be proposed in person as a Poster presentation and convincingly outline how and why they believe their innovation will enhance holistic assessment and practice in day- to- day nursing care of turoro/tangata whai ora/health consumer/whānau.
Outline
Groups will present to key stakeholders their idea/s with the support of a poster. The poster and supporting material are to be submitted on Moodle. The poster will be A1- size. If you would like this printed, please submit your file to Moodle no later than Wednesday 4th March 1200hrs.
The presentation will address the following three points:
1. PROBLEM:
-
- From placement experiences, identify which factors make holistic assessment challenging to undertake in a specific practice setting.
- Describe the problem your innovation aims to address to enhance the holistic wellbeing of health consumers.
- Using literature, outline why consideration of all domains of health should be integrated into nursing assessment and practice.
2. SOLUTION:
1. Present an innovative way to enhance safe holistic nursing care. Support your innovation with literature.
b. The innovation must be tangible.
c. Consider what impact the innovation may have on planetary wellbeing and how it may align with current health trends in New Zealand.
3. PATH TO IMPLEMENTATION:
a. The proposal should convince the panel of the viability of the Group’s innovation by outlining the road to implementation and how you might overcome any issues that will arise.
All students within the group are expected to contribute to researching the topic, developing the presentation, and presenting the poster.
Related Nursing Council Pou
| Pou 1, 2, 3, 4, 5, & 6 |
AI Assessment Scale
| 1 NO AI |
The assessment is completed entirely without AI assistance. This level ensures that students rely solely on their knowledge, understanding, and skills. AI must not be used at any point during the assessment. |
| 2 AI-ASSISTED IDEA GENERATION AND STRUCTURING |
AI can be used in the assessment for brainstorming, creating structures, and generating ideas for improving work. No AI content is allowed in the final submission. |
| 3 AI-ASSISTED EDITING |
AI can be used to make improvements to the clarity or quality of student created work to improve the final output, but no new content can be created using AI. AI can be used, but your original work with no AI content must be provided in an appendix. |
| 4 AI TASK COMPLETION, HUMAN EVALUATION |
AI is used to complete certain elements of the task, with students providing discussion or commentary on the AI-generated content. This level requires critical engagement with AI generated content and evaluating its output. You will use AI to complete specified tasks in your assessment. Any AI created content must be cited. |
| 5 FULL AI |
AI should be used as a ‘co-pilot’ in order to meet the requirements of the assessment, allowing for a collaborative approach with AI and enhancing creativity. You may use AI throughout your assessment to support your own work and do not have to specify which content is AI generated. |
Perkins, M., Furze, L., Roe, J. & MacVaugh, J. (2024). The artificial intelligence assessment scale (AAS): A framework for ethical integration of generative AI in educational assessment. Journal of University Teaching and Learning Practice, 21(06). https://doi.org/10.53761/q3a2de36
AI usage disclaimer Please complete and upload the AI disclaimer form to Moodle
Other information
Literature used must include either nursing texts, journal articles, or grey literature (policies, reports, guidelines) in addition to any sources related to the innovation presented.
Students are encouraged to be creative and ambitious regarding their innovation in practice, providing that the presentation responds to the three points outlined in the method.
Students will receive a final grade that is made up of 50% for the whole group’s presentation plus 50% for individual contribution during the presentation.
NURSE577 Group Project Marking Rubric
| Criteria and weighting | 80-100 (A) | 65-79 (B) | 50-64 (C) | 10-49 (D) | <40 (E) | Marks awarded |
|---|---|---|---|---|---|---|
| Using literature and linking to the concept of holistic well-being, outline why consideration of all domains of health should be integrated into nursing assessment and practice (15%) | Makes excellent use of relevant literature and critically appraises the validity of the evidence. Extended consideration of all domains of health in nursing practice and assessment. | Makes good use of relevant literature and linking. Critiques literature to a good standard. Comprehensive consideration of all domains of health in nursing practice and assessment. | Uses some relevant literature and linking. Evidence of literature critique evident. Consideration of all domains of health in nursing practice and assessment. | Attempts to use literature lacks linking or critique. Attempts consideration of all domains of health in nursing practice and assessment. | Minimal literature, linking or critique. Minimal consideration of all domains of health in nursing practice and assessment. | Marks 13-15 10-12 7-9 4-6 1-3 |
| Convincingly present an innovation that enhances holistic assessment and practice in day-to-day nursing care. Supported with literature (15%) | Excellent discussion convincingly presented. An innovation that enhances holistic assessment and practice. | Sound discussion convincingly presented. Well-reasoned consideration for an innovation that enhances holistic assessment and practice. | Satisfactory discussion presented. Some consideration of an innovation that enhances holistic assessment and practice. | Limited discussion. Limited innovation. Significant deficits. | Minimal discussion and innovation presented, or unsafe recommendations presented | Marks 13-15 10-12 7-9 4-6 1-3 |
| Outline how the innovation will be implemented and identify factors that may impact its success (10%) | Demonstrates an excellent understanding of factors that must be considered when implementing change. Addresses potential challenges that may make implementation difficult to a high standard. Acknowledges the potential impact on planetary wellbeing and alignment with current New Zealand health trends to a high standard. | Demonstrates a sound understanding of factors that must be considered when implementing change. Addresses potential challenges that may make implementation difficult. Acknowledges the potential impact on planetary wellbeing and alignment with current New Zealand health trends. | Demonstrates a satisfactory understanding of factors that must be considered when implementing change. Somewhat acknowledges the potential impact on planetary wellbeing and alignment with current New Zealand health trends. | Demonstrates a limited understanding of factors that must be considered when implementing change. An unsafe innovation for patient safety was presented. Limited acknowledgement of the potential impact on planetary wellbeing and alignment with current New Zealand health trends. | Demonstrates minimal understanding of factors that must be considered when implementing change. An unsafe innovation for patient safety was presented. Potential impact on planetary wellbeing and alignment with current New Zealand health trends omitted. | Marks 9-10 7-8 5-6 3-4 <2 |
| Poster organisation and presentation (10%) | Well organised and visually appealing poster with ideas consistently logical | Well organised with ideas logically presented. High standard of spelling and | Poster covers major points. Spelling and grammar mostly correct. | Poster difficult to follow. Unclear contribution from group members and | Unable to read poster. Unclear contribution from group members and | Marks 9-10 7-8 5-6 3-4 <2 |
1. 2. 3. 4. 5. 6. Total mark and grade Comments
PRACTICE PORTFOLIO ASSESSMENT OUTLINE
NURSE577 PRACTICE PORTFOLIO: TRI A 2026
Aim
To assess the student’s competence in clinical practice over two four-week clinical placement periods in Trimester A.
Method
The Practice Portfolio is made up of three parts as below:
1. Clinical Skills Passport
The Clinical Skills Passport is signed off prior to beginning clinical placement, to certify that the student has demonstrated competence in the skills of obtaining vital signs, hand hygiene, and can safely perform basic medicine management skills. This must be signed off prior to the student beginning clinical placement.
2. Professional Conduct Assessment
The Professional Conduct Assessment reflects the student’s ability to act professionally on clinical placement with key stakeholders. This will be assessed by your clinical academic at the end of your second placement.
3. Pou examples
The Pou examples demonstrate competence and application to practice. Written examples must meet requirements, and the student must also have a signature from their Clinical Academic against each of the six pou to verify that they have discussed their understanding of the pou and their application to practice. Evidence/examples are submitted via electronic template and are signed off by Clinical Academics prior to submission.
Assessment due date: Friday 12th June, 11:59pm
Format: Online submission following clinical placement completion
Weighting: 20% – Hurdle Assessment (Must pass every element)
Learning outcomes: 1, 2, 3, 4, 5, & 6
Associated Nursing Council Pou: 1, 2, 3, 4, 5, & 6
Notes on Clinical Passport
| Hand Hygiene Assessment focus: Timing, technique, and consistency with clinical moments. Demonstrates a pass: Performs hand hygiene at appropriate moments (before/after patient contact, before procedures). Uses correct technique (duration, coverage of all hand surfaces). Demonstrates awareness of infection prevention principles. |
| Pain Assessment Assessment focus: Communication, use of appropriate pain scales, and clinical reasoning. Demonstrates a pass: Uses an appropriate pain assessment tool for the person being assessed. Asks clear, person-centred questions. Accurately documents and reports findings. |
| Medication Documentation Assessment focus: Accuracy, completeness, and legal/clinical safety. Demonstrates a pass: Documentation is clear, accurate, and timely. Uses correct terminology and abbreviations. Aligns with medication administered and clinical context. |
| Medication Preparation Assessment focus: Safe preparation processes and adherence to guidelines. Demonstrates a pass: Follows correct preparation steps and checks. Demonstrates aseptic technique where required. |
| Medication Safety Assessment focus: Application of safety principles and risk awareness. Demonstrates a pass: Applies the correct medication safety checks. Name, DOB (at least 2 personal identifiers), allergies. Aware of medication ‘rights’. |
| Hui Process Assessment focus: Cultural safety, respect, and engagement. Demonstrates a pass: Engages respectfully and appropriately using the Hui Process. Communicates in a person-centred manner. |
| Respiration Rate Assessment focus: Accuracy and method of measurement. Demonstrates a pass: Measures respiration rate accurately and discreetly. Recognises normal vs abnormal findings. Documents correctly. |
| Heart Rate Assessment focus: Technique, accuracy, and interpretation. Demonstrates a pass: Uses correct method to measure heart rate – manual. Accurately counts and records findings. |
| Oxygen Saturation Assessment focus: Equipment use and interpretation. Demonstrates a pass: Uses pulse oximeter correctly. Ensures reliable readings. Recognises normal ranges. |
| Temperature Assessment focus: Correct method and infection control. Demonstrates a pass: Uses equipment correctly and hygienically. Accurately records results. |
| Blood Pressure – Manual Assessment focus: Manual technique and accuracy. Demonstrates a pass: Correct cuff selection and positioning. Accurate auscultation and reading. Confident, systematic approach. |
| Pain Score Assessment focus: Integration of assessment and reporting. Demonstrates a pass: Accurately assigns a pain score using an appropriate scale. Communicates findings clearly. Links pain score to overall assessment. |
Professional Conduct Assessment – Criteria
| Professional Responsibilities Punctuality Uniform standards Weekly Learning Goals constructed Pou example preparation Attendance of CA meetings |
Professional Communication Engagement in professional communication with RN preceptor Engagement in professional communication with members of Clinical Area Engagement in professional communication with CA |
MEDICINE MANAGEMENT ASSESSMENT OUTLINE
MEDICINE MANAGEMENT MULTI-CHOICE QUESTION TEST
NURSE577 Tri A 2026
Aim
The purpose of this assessment is to test your knowledge of common medications, medication related nursing management and medication calculations.
Method
1. Answer all questions. This test has 80 multiple-choice questions.
2. The multiple-choice questions have four options. Choose one option for each question. There is one correct answer.
3. The following items are not permitted in the Examination: mobile phones, smart watches, headphones, or any other electronic device with wifi/network capability; dictionaries; food or drink. A water bottle is permitted – must be clear with no writing or logos on it.
4. You will need to bring a basic calculator. This must not be wifi or network capable and cannot be on a phone.
5. You may not leave the Examination room during the first 30 minutes or the last 15 minutes of the Examination time.
6. This assessment is a Hurdle Assessment. Candidates are required to achieve an overall mark of 60% across the whole Examination to pass.
Examination misconduct is not tolerated.
This includes but is not limited to:
- copying from or inappropriate communication with another person during the examination
- possession of any unauthorised material or device during the examination
Assessment date: Thursday 9th April 1400hrs
Format: 90 minutes – Written Test
Weighting: 20% (must achieve 60% to pass)
Learning outcomes: 1, & 6
Associated Nursing Council Pou: 4, & 6
MCQ TEST ASSESSMENT OUTLINE
MULTI-CHOICE QUESTION TEST: NURSE577 TRIMESTER A 2026
Aim
The purpose of this assessment is to test your knowledge of this Trimesters content in multi-choice question (MCQ) format to prepare you for a test similar in nature to your end of year State Exam.
Method
1. Answer all questions. This test has 120 multiple-choice questions.
2. The multiple-choice questions have four options. Choose one option for each question. There is one correct answer.
3. The following items are not permitted in the Examination: mobile phones, watches, headphones, or any other electronic device with wifi/network capability; dictionaries; food or drink. A water bottle is permitted – must be clear with no writing or logos on it.
4. You may not leave the Examination room during the first 30 minutes or the last 15 minutes of the Examination time.
5. You are required to achieve an overall mark of 70% across the whole Examination to pass.
Examination misconduct is not tolerated.
This includes but is not limited to:
- copying from or inappropriate communication with another person during the examination
- possession of any unauthorised material or device during the examination
Topics
This test in on this Trimesters 577 content and will be divided into the same overarching categories as your state exam (except for Medicine Management which will be tested separately)
Assessment date: Friday 8th May, 1000hrs
Format: Written Test
Length: 130 minutes (2 hours 10 minutes)
Weighting: 30%
Learning outcomes: 1, & 2
Associated Nursing Council Pou: 1, 2, 3, 4, 5, & 6
OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE)
NURSE577 TRIMESTER A 2026
Aim
The purpose of this assessment is for the student to explore a presenting need(s) by adopting a head-totoe approach to assessment with a health consumer. Evidence-based clinical reasoning needs to be applied, with relevant findings and recommendations articulated upon completion of the assessment. In addition, associated learning outcomes will be demonstrated throughout the assessment, and the student will consider the diffrential diagnosis for the person prior to concluding the assessment.
Method
You will be introduced to an actor and presented with a clinical scenario by the Marker. You will be required to demonstrate a head-to-toe approach to nursing assessment with a health consumer (actor) based on the person’s presenting symptom(s) and needs.
The clinical scenario that you will be presented with will prompt you to explore the presenting need(s)/kaupapa.
Within the 40-minute exam you will need to demonstrate the ability to: (5 mins reading, 20 mins assessment,
10 mins ISOBARR handover & differential diagnosis formation, and 5 mins feedback from markers)
1. Maintain safe practice and professional standards throughout the assessment.
2. Establish the kaupapa of the encounter and building a rapport with the health consumer, guided by the hui process.
3. Undertake a focused health history interview, use a recommended nursing assessment framework to collect relevant information including physical, psychological, cultural and social factors.
4. Comment on Mental State Assessment and general appearance
5. Demonstrate a head-to-toe approach to assessment exploring the presenting concern
6. Consider the differential diagnosis for the patients presenting condition
7. Provide a handover and summary of relevant findings using the ISOBARR communication tool provided. The handover will include outlining potential differential diagnoses, identifying strengths, and risks, providing evidence-based recommendations, and outlining the next steps.
| Assessment date:
Format: Length: Weighting: Learning outcomes: |
May 6th & 7th – Allocated times to be advised
Clinical skills practical exam – Hurdle assessment 40 minutes (10 mins reading, 25 mins assessment, 5 mins feedback) 20% – Hurdle Assessment (50% to pass) 1, 2, 5, & 6 |
Associated Nursing Council Pou: 1, 2, 3, 4, & 5
Final Year: TrimesterAOSCE
Student Name: Total marks: /100
Marker(s):
| Criteria and weighting | 80-100(A) | 55-79(B) | 50-64(C) | 40-49(D) | <40(E) | Marks awarded |
|---|---|---|---|---|---|---|
| Establishes a rapport, guided by the hui process and explores the kaupapa (purpose of the encounter) | Excellent professional presentation. Introduction to assessment and identification of the purpose for the encounter, demonstrations and communication and rapport building skills. Responds to safety risks, client concerns and cultural considerations with excellence. No prompting required. |
Very good professional presentation. Introduction to assessment and identification of the purpose for the encounter, demonstrations and communication and rapport building skills. Responds to safety risks, client concerns and cultural considerations with excellence. Minimal prompting required from the marker. |
Satisfactory professional presentation. Introduction to assessment and identification of the purpose for the encounter, demonstrations and communication and rapport building skills. Responds to safety risks, client concerns and cultural considerations with satisfactory. Some prompting required from the marker. |
Limited professional presentation is evident – feedback is required Introduction to assessment and identification of the purpose for the encounter, demonstrations and communication and rapport building skills. Limited response to safety risks, client concerns and cultural considerations. Significant prompting required from the marker. |
Limited or no professional presentation is evident – feedback is required Unable to demonstrate how to commence an assessment through introductions and establishing the purpose for the encounter. Minimal to no evident response to safety risks, client concerns and cultural considerations. Demonstrates unsafe practice. Substantial prompting and direct guidance from the marker required. |
Marks /25 25-21 20-15 14-10 9-7 <6 |
| Obtains a focused health history; considers relevant physical, psychological, cultural and social factors. | Demonstrates an excellent understanding of the components of a health history for the focused assessment. A relevant health history is undertaken with depth, logically and systematically. All risk factors and key considerations explored with strong linkage and rationale. No prompting required. |
Demonstrates a sound understanding of the components of a health history for the focused assessment. Most relevant components of a health history are considered with logical progression. Most risk factors and key considerations are explored with linkage and rationale. Minimal inconsistencies. Minimal to no prompting required from the marker. |
Demonstrates a satisfactory understanding of the components of a health history for the focused assessment. Some relevant components of a health history are considered in context of the case. Some risk factors and key considerations are raised. Prompting and guidance required from the marker. |
Demonstrates a limited understanding of the components of a health history for the focused assessment. Limited relevant components of a health history is considered in context of the case. Limited risk factors and key considerations are raised. Prompting required from the marker. |
Demonstrates minimal understanding of the components of a health history for the focused assessment. Minimal to no relevant components of a health history is considered in context of the case. Unable to undertake the health history interview with significant prompting direct guidance from the marker. |
Marks /25 |
| Marks /25 | Marks /35 | Demonstrate ability to undertake a head to toe assessment relevant to the assigned case | 25-21 35-31 No prompting required. Demonstrates excellent skill, technique and accuracy in undertaking a head to toe assessment. Acknowledges vital signs provided and comments on general appearance data. Excellent depth, linkage and rationale of clinical findings discussed. |
20-15 30-25 Minimal to no prompting required from the marker. Demonstrates very good skill, technique and accuracy in undertaking a head to toe assessment. Very good depth and linkage of clinical findings to case. Acknowledges vital signs provided and comments on general appearance data. |
14-10 Some prompting required from the marker. Some inconsistencies in skill and technique or incorrect information presented. 24-19 Demonstrates satisfactory skill, technique and accuracy in undertaking a head to toe assessment. Good depth and some findings discussed. Somewhat acknowledges vital signs provided and comments on general appearance data. |
9-7 18-11 Demonstrates limited skill and accuracy in undertaking a head to toe assessment. Limited attempt to explain or discuss findings. Limited acknowledgement of vital signs provided and comments on general appearance data. Consistent and significant prompting required from the marker. Significant inconsistencies in skill and technique or incorrect information presented. |
<6 <10 Demonstrate minimal skill and accuracy in a head to toe assessment. Incorrect technique. Minimal findings explained. Demonstrates unsafe practice. No acknowledgment of vital signs provided or general appearance data. Unable to provide answers with significant prompting direct guidance from the marker. |
/25 /35 |
| Summary and recommendations using the provided ISOBARR handover tool | |||||
|---|---|---|---|---|---|
| Excellent summary of assessment findings. Key considerations and recommendations related to the specific case, delivered in a concise and accurate manner. Comprehensive links made to relevant New Zealand Guidelines and recommendations. |
Very good summary of assessment findings. Key considerations and recommendations related to the specific case were raised, mostly systematic. Strong links made to relevant New Zealand Guidelines and recommendations. |
Satisfactory summary of assessment findings. Key considerations and recommendations related to the specific case were raised, mostly systematic. Strong links made to relevant New Zealand Guidelines and recommendations. |
Unsatisfactory summary of assessment findings. Limited considerations or recommendations made. Insufficient links to guidelines and recommendations made. Inaccurate points for potential follow-up, and strengths, risks and recommendations provided. |
No summary of findings and considerations presented, with significant prompting direct guidance from the marker. No safe or relevant consideration of potential differential diagnoses. Unsafe follow-up, and strengths, risks and recommendations made. |
Marks /15 15-11 10-7 6-5 4-5 <4 |
| Potential differential diagnoses are comprehensively discussed and relevant to the case. Very well-considered points for potential follow-up and strengths, risks and recommendations provided. |
Potential differential diagnoses are discussed and predominantly relevant to the case. Well considered points for potential follow-up and strengths, risks and recommendations provided. |
Some potential differential diagnoses are discussed and somewhat relevant to the case. Appropriate points for potential follow-up, strengths, risks and recommendations provided. Some prompting required from the marker. |
Differential diagnoses not discussed and/or are irrelevant to the case. Consistent and significant prompting required from the marker. |
||
Order Today NURSE577 Nursing Practicum III Assessment with UOW Srandard
Pay to NZ Native Writers | Cheap Cost & Plag Free
Many University of Waikato (UOW) New Zealand nursing students find the NURSE577 Nursing Practicum III assessments challenging because they involve multiple high-stakes components including an Innovation Poster Project, Practice Portfolio, Medicine Management test, MCQ exam, and OSCE. These assessments require strong clinical reasoning, culturally safe practice (Hui Process), evidence-based application, and alignment with Nursing Council Pou standards. But there is no need to worry, as Students Assignment Help provides reliable Nursing Assignment Help aligned with UOW New Zealand academic and clinical guidelines. You can also review our nursing assignment solutions for reassurance. Hire today university of waikato assignment helper and receive a 100% custom, human-written NURSE577 academic support, tailored to your assessment requirements.
- MBI803 Research Methods Assignment Brief 2026 | Yoobee College
- MKTG801 Marketing and Enterprise Assignment 1 Brief 2026 | AIS New Zealand
- SCIE504 Science and Society Assessment Brief 2026 | Auckland University of Technology
- NURS427 Long-term Conditions: Pathophysiology and Management Assignment Brief 2026
- 115726 Marketing Assessment Questions 2026 | Massey University NZ
- STAT500 Applied Statistics Assignment Questions 2026 | Auckland University of Technology
- MNSC931 Whānau and Community Hauora Initial Assessment 1 Brief 2026 | Wintech
- 115020 Accounting Fundamentals Assessment 2026 | Massey University
- MAMC01805 Applied Human Resource Management Assessment 1, 2026 | Future Skills AIC
- EDU725 Inclusive Early Childhood Education Assessment 2, 2026 | Open Polytechnic
