NUR4034 Introduction to Leadership and Teamwork Assessment Brief Semester 1 2025 | BCU

10 Minutes

12.5 Minutes with a disability support summary (25%additional time)

40% Pass

Submission Date(s) and Time:Feedback date

1st December 2025 12 noon 22nd December via Moodle

1. You are required to describe how registered nurses lead and coordinate care within an interdisciplinary context.
2. Explain which skills are necessary for effective leadership.
3. Explain what makes successful interdisciplinary teamwork
4. Explain how the registered nurse would support the patient/service user to change their health behaviours

Conditions of Progression

This module requires you to achieve 40% pass to enable you to progress with your course.

Late or Non-Submission/ Attendance

Where you are required to submit assessment by a certain deadline (for example essays, case studies or physical artifacts) but you fail to meet the deadline, your mark will be reduced in accordance with the Late Submissions Policy. 

This Policy does not apply where the assessment is ‘in-person’ such as exams and in-class tests.

Time limits 

For in-person assessments time limits will be applied and clearly outlined to you.

Academic Integrity Guidance

Academic integrity is the attitude of approaching your academic work honestly, by completing your own original work, attributing, and acknowledging your sources when necessary. Understanding good academic practice in written and oral work is a key element of academic integrity. It is a positive aspect of joining an academic community, showing familiarity with, and acknowledging sources of evidence. The skills you require at higher education may differ from those learned elsewhere such as school or college.

You will be required to follow specific academic conventions which include acknowledging the work of others through appropriate referencing and citation as explicitly as possible. If you include ideas or quotations which have not been appropriately acknowledged, this may be seen as plagiarism which is a form of academic misconduct. If you require support around referencing, please contact the Faculty’s Academic Development Department or the University wide Centre for Academic Success.

It is important to recognise that seeking out learning around academic integrity will help reduce the risk of misconduct in your work. Skills such as paraphrasing, referencing and citation are integral to acting with integrity and you can develop and advance these key academic skills through the Faculty’s Academic Development Department.

Use of Artificial Intelligence

Whilst AI tools can be helpful in assisting learning, when it comes to assessment, the Academic Misconduct Procedure is clear that this should be a student’s own original work and not the work of other people or AI tools.  

The Use of AI Tools Student Guidelines follows the same guidelines your lecturers use. If you are unsure of whether AI is appropriate within your work, please read the guidelines or ask your lecturer. For advice and guidance around academic writing, please visit the Centre for Academic Success. 

Academic Misconduct

Academic misconduct is conduct which has or may have the effect of providing you with an unfair advantage by relying on dishonest means to gain advantage and which therefore compromises your academic integrity.

The Academic Misconduct Procedure sets out the process we will follow, and the penalties we may apply, in cases where we believe you may have compromised your academic integrity by committing academic misconduct. 

The Academic Misconduct Procedure and information about academic support is available at:

https://icity.bcu.ac.uk/Student-Affairs/Appeals-and-Resolutions/Academic-Misconduct-Procedure

Turnitin: Similarity checking

It is advisable to obtain a formative Turnitin scan before submitting your work to support you in identifying areas which may need altering. Please visit the University's ‘Turnitin at BCU’ Moodle site.

Work that is submitted and scanned through this service is not stored on the main Turnitin system and this is not your submitted work.

Please note this does not provide a report regarding AI generated work.

Extenuating Circumstances

For further details on the Extenuating Circumstances Procedure please see the iCity page below:

https://icity.bcu.ac.uk/student-affairs/appeals-and-resolutions/extenuating-circumstances-procedure

Where to get help

The University has a designated student support service known as the Centre for Academic Success. Here you will find support for a range of academic skills. Likewise, you can arrange a consultation with a member of staff from the Academic Development Department based at City South Campus. You also should also review the wide range of support and help from the library.

Marking Criteria

Marking Rubric

Criterion 1

80-100%

70-79%

60-69%

50-59%

40-49%

20-39%

Fail

0-19%

Fail

Addresses the assignment brief

Does not address the assignment brief

Structure, Organisation, and Communication of Ideas.

Outstanding structure, organisation, and communication of ideas.

For example:

A sophisticated interaction with persuasive communication of ideas.

Discussions and topics are complete, relevant, and points are communicated in a logical order which aligns to the main argument.

Conclusions connect with and synthesise points made in the interaction and align to the main argument.

Excellent structure, organisation, and communication of ideas.

For example:

A commanding interaction with credible communication of ideas.

Discussions and topics are complete, relevant, and points are communicated in a logical order.

Conclusions connect with and attempt synthesis of the points made in the interaction, providing overall context.

Very good structure, organisation, and communication of ideas.

For example:

A convincing interaction with reasonable communication of ideas.

Discussions and topics are complete, relevant and points are communicated with some logical order.

Conclusions connect with the points made in the interaction providing overall context.

Good structure, organisation, and communication of ideas.

For example:

A reasonable interaction with adequate communication of ideas.

Discussions and topics are complete, relevant, and points are clearly communicated.

Conclusions adequately connect with the points made in the interaction providing some overall context.

Satisfactory structure, organisation, and communication of ideas.

For example:

An adequate interaction with weak communication of ideas.

Discussion and topics are complete and mostly relevant, but points are not always clearly communicated. 

Conclusions connect superficially with the points made in the interaction providing no overall context.

Poor structure, organisation, and communication of ideas.

For example:

An inadequate interaction that does not appropriately communicate ideas.

Discussions and topics are incomplete, and most of the points communicated are difficult to follow.

No appropriate conclusions.

Very poor structure, organisation, and communication of ideas.

For example

An insufficient interaction that does not communicate ideas.

Discussions and topics are not relevant or are incomplete, with all points communicated being difficult to follow.

No conclusions.

Marking Criteria

Marking Rubric

Criterion 2

80-100%

70-79%

60-69%

50-59%

40-49%

20-39%

Fail

0-19%

Fail

Addresses the assignment brief

Does not address the assignment brief

Knowledge and Understanding.

Outstanding demonstration of knowledge and understanding.

For example:

Demonstrates extensive understanding of the subject area.

Work shows extensive knowledge and an effective and at times insightful understanding of key concepts and ideas.

Work contains no misunderstandings, and no factual errors.

Excellent demonstration of knowledge and understanding.

For example:

Demonstrates a substantial understanding of the subject area.

Work shows substantial knowledge and a thorough attempt at understanding key concepts and ideas.

Work contains no misunderstandings, and no factual errors.

Very good demonstration of knowledge and understanding.

For example:

Demonstrates a clear understanding of the subject area.

Work shows basic knowledge and a purposeful attempt at understanding key concepts and ideas.

Work contains no misunderstandings, and no factual errors.

Good demonstration of knowledge and understanding.

For example:

Demonstrates a basic understanding of the subject area.

Work shows a basic knowledge and understanding of key concepts and ideas.

Work contains minimal misunderstandings, but no factual errors.

Satisfactory demonstration of knowledge and understanding.

For example:

Demonstrates a superficial understanding of the subject area.

Work shows a superficial knowledge and understanding of key concepts and ideas.

Work contains minimal misunderstandings and few factual errors.

Poor demonstration of knowledge and understanding.

For example:

Does not demonstrate an understanding of the subject area.

Works shows insufficient knowledge and understanding of key concepts and ideas.

Work contains misunderstandings and factual errors.

Very poor demonstration of knowledge and understanding.

For example:

Does not demonstrate an any understanding of the subject area.

Marking Criteria

Marking Rubric

Criterion 3

80-100%

70-79%

60-69%

50-59%

40-49%

20-39%

Fail

0-19%

Fail

Addresses the assignment brief

Does not address the assignment brief

Application of Critical Thinking Principles.

Outstanding application of critical thinking principles.

For example:

Constant critical thinking.

Engages with key and wider reading.

Content of sources are explained, explored, evaluated, and at times interpreted to develop an academic discussion.

Considers different viewpoints and identifies strengths and weaknesses to create a reasoned argument.

Draws informed and persuasive conclusions.

Excellent application of critical thinking principles.

For example:

Consistent critical thinking.

Engages with key and wider reading.

Content of sources are explained, explored, evaluated, and used to develop an academic discussion. 

Considers different viewpoints and identifies strengths and weaknesses to create a coherent argument.

Draws informed conclusions.

Very good application of critical thinking principles.

For example:

Consistent critical thinking.

Engages with key reading.

Content of sources are explained, explored, and used to develop an appropriate academic discussion. 

Considers different viewpoints and identifies strengths and weaknesses.

Draws conclusions.

Good application of critical thinking principles.

For example:

Consistent critical thinking.

Adequate evidence of reading.

Content of sources are described with an attempt to explain.

Adequate attempt at identifying strengths and weaknesses.

Adequate attempt to draw conclusions.

Satisfactory application of critical thinking principles.

For example:

Some descriptive thinking evident.

Evidence of reading.

Content of sources are described, but no attempt to explain.

An attempt at identifying strengths and weaknesses.

An attempt to draw conclusions.

Poor application of critical thinking principles.

 For example:

 Very descriptive.

Inadequate evidence of reading.

Content is reduced to mainly student viewpoints and opinions only. 

Inadequate attempt at identifying strengths and weaknesses.

Inadequate attempt to draw conclusions.

Very poor application of critical thinking principles.

 For example:

Presents ideas as bullet points.

No evidence of reading.

Content is reduced to student viewpoints and opinions only. 

No attempt at identifying strengths and weaknesses.

No attempt to draw conclusions.

Marking Criteria

Marking Rubric

Criterion 4

80-100%

70-79%

60-69%

50-59%

40-49%

20-39%

Fail

0-19%

Fail

Referencing and Citing of Sources to Support Work.

Outstanding referencing and citing of sources to support work.

For example: 

Sources are cited.

Reference list provided.

Paraphrasing demonstrates accuracy of understanding the reading and integrated within the discussion.

Quotations used effectively and in an insightful way.

Engages both the key authors and the specific sources from the module reading list to develop and construct persuasive academic discussion.

Wider and deeper reading is evident.

All sources have a citation, a reference list item, and is fully accurate using the BCU Harvard referencing system.

Excellent referencing and citing of sources to support work.

For example: 

Sources are cited.

Reference list provided.

Paraphrasing demonstrates accuracy of understanding the reading.

Quotations used and explored.

Engages both key authors and some of the module reading list to develop and construct academic discussion.

Wider reading beyond the module reading list is evident.

All sources have a citation and a reference list item.

Few inaccuracies when using the BCU Harvard referencing system.

Very good referencing and citing of sources to support work.

For example: 

Sources are cited.

Reference list provided.

Paraphrasing demonstrates accuracy of understanding the reading.

Quotations used and explained.

Key authors cited and referenced.

Engages with the module reading list with some wider reading.

All sources have a citation and a reference list item.

Few inaccuracies when using the BCU Harvard referencing system.

Good referencing and citing of sources to support work.

For example: 

Sources are cited.

Reference list provided.

Paraphrasing demonstrates understanding of reading.

Quotations used appropriately.

Key authors cited and referenced.

Engages with module reading list.

Some variety in sources used.

Majority sources have a citation and a reference list item.

Few inaccuracies when using the BCU Harvard referencing system.

Satisfactory referencing and citing of sources to support work.

For example: 

Sources are cited.

Reference list provided.

Work relies heavily on using quotations superficially.

Attempts at paraphrasing.

Few key authors cited or referenced.

Little engagement with module reading list.

Moderate use of inappropriate sources.

Little variety in sources used.

Some sources are missing a citation or a reference list item.

Few inaccuracies when using the BCU Harvard referencing system.

Poor referencing and citing of sources to support work.

For example: 

Limited sources are cited.

A limited reference list provided.

Quotations used out of context.

No paraphrasing.

No key authors cited or referenced.

No engagement with module reading list.

Use of inappropriate sources – all websites.

Many sources are missing a citation or a reference list item.

Inaccurate use of the BCU Harvard referencing system.

Very poor referencing and citing of sources to support work.

For example: 

No sources are cited.

No reference list provided.