UHRINN301 Assessment Brief
Module title: Person-Centred Care
Assessment Point: Assessment Point 1
Assessment task: Artefact and Essay
Word count limit: 1000 words in total (Part 1 Written Artefact – equivalent to 250 words; Part 2 Essay – 750 words)
Submission deadline: Please consult the VLE.
Submission procedure: Via VLE link – both parts (documents) to be uploaded at the same time point and only then the submission to be finalised Submission Record
Extenuating circumstances
Ensure you are familiar with the process for submitting a claim for extenuating circumstances. If you experience any extenuating circumstances that may have affected your ability to attempt or submit the present assignment, please follow the relevant instructions on the VLE in order to submit your claim for extenuating circumstance prior to your submission deadline.
Academic misconduct including plagiarism
Ensure that you are familiar with the relevant regulations regarding academic misconduct. By submitting the present assignment, you declare that it is your own work and that the material and sources of information used, including internet sources, have been fully identified and properly acknowledged. In addition, you confirm that the presented work has not been submitted for any other assessment. You also acknowledge that the faculty reserves the right to investigate allegations of plagiarism and other forms of academic misconduct which, if proven and dependent on the severity level of the offence, will result in a penalty that may affect your progress. Please note that any engagement with primary research activities, including data collection is strictly prohibited for any assignment on this module as well as in any other assignment on the current BSc programme modules.
Late submissions
Note that all work handed in up to 3 working days after the submission deadline will be accepted and marked but the mark will be capped at 40% (if the work passes) unless you have been granted an extension to the submission deadline or a deferral in accordance with the Extenuating Circumstances Policy. Work submitted more than 3 working days after the submission deadline without a granted extension to the submission deadline or a deferral in accordance with the Extenuating Circumstances Policy will not be accepted and will be recorded as 0%.
By submitting your work, you acknowledge that you have read and agree with the above statements.
General Guidance
Your assignment should be word processed (handwritten assignments are not accepted), using Times New Roman size 12 font, double spaced, with numbered pages and your student number printed as a footer on every page.
The word limits stated for this assignment excludes the reference list at the end of the assignment but includes all text in the main body of the assignment (including direct quotations, in-text citations, footnotes, tables, diagrams and graphs).
Please be aware that exceeding the word count limit will affect the academic judgement of the piece of work and may result in the award of a lower mark.
Appendices are not considered a supplement, and thus, will not be assessed as part of the content of the assignment. As such, they will not contribute to the grade awarded, however it may be appropriate to use an Appendices section for any material which is a useful reference for the reader. Please note that appendices are not included in the word count.
The majority of references should come from primary sources (e.g., journal articles, conference papers, reports, etc.) although you can also utilise area specific textbooks.
You must ensure that you use the University of Suffolk’s Harvard style of referencing.
Please indicate the word count length at the end of your assignment.
Marking and assessment
This assignment will be marked out of 100%
This assignment contributes 30% of the total module marks.
Learning outcomes assessed in this assessment
- Critically appraise the concept of person-centred, holistic care.
Assessment Task
Design an artefact (e.g. poem, song or piece of creative writing – equivalent to 250 words) that represents an aspect of person-centred care and write a 750-word critical appraisal of person-centred care. Importantly to note that your final assignment for this module (Assessment Point 2) will further explore the same aspect of person-centred care that your designed artefact represents in the current submission (Assessment Point 1).
Important
Your work should include and cover the following sections/aspects and content (as shown and stated in the table below). The specific percentage marks allocated to each section/aspect of your work is stated below. Please also note that the Level 6 marking criteria (located towards the end of this assessment brief) will also be used to reflect this overall grade. Please remember that achievement and demonstration of learning outcome 1 is being assessed in this assessment.
Assessment Criteria
| Criterion/Content | Marks |
| Part 1 – Artefact
Design an artefact (e.g. poem, song or piece of creative writing) that represents an aspect of person-centred care (an episode that took place in your practice in nursing, you have observed it at your workplace, or came across in the peer reviewed material). |
5 |
| Part 2 – Essay
Introduction Briefly introduce the concept of person-centred care and outline the importance of practising person-centred care in healthcare. |
20 |
| Main Body
Provide a brief description for your artefact* outlining an aspect of personcentred care that the artefact demonstrated. Critically discuss the identified aspect of person-centred care within the concept and core principles of person-centred care. *Maintaining confidentiality is crucially important, thus do not mention any names of individuals or organisations involved. |
50 |
| Conclusion
Effective summary of key points of your essay. |
10 |
| Presentation and Referencing
High quality presentation that conforms to principles of academic writing and contains minimal errors in sentence construction, grammar and punctuation. The assignment followed appropriate academic conventions regarding in-text citations and referencing. |
15 |
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UHRINN301 Assessment Marking Criteria
Level 6
In accordance with the FHEQ, at the end of Level 6 students should have coherent and detailed knowledge and understanding of their subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline. They will be able to accurately deploy established techniques of analysis and enquiry within a discipline, using their conceptual understanding to devise and sustain arguments and/or to solve problems. They should be aware of the uncertainty, ambiguity and limits of knowledge. They should be able to critically evaluate evidence, arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution – or identify a range of solutions – to a problem. They should be able to communicate information, ideas, problems and solutions effectively to both specialist and non-specialist audiences.
Assessment Category
| Coherent and detailed knowledge and understanding of the subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline | Cognitive and intellectual skills
|
Application of theory to practice (for courses with a professional practice element) | Reading and referencing | Presentation, style and structure
Work that significantly exceeds the specified word limit may be penalized |
| Excellent work showing flawless understanding of subject matter, explicitly wellinformed by the latest research and/or advanced scholarship within the discipline. | Insightful and exemplary use of critical evaluation skills to support
sophisticated, original and highly coherent judgements and arguments and/or creatively solve problems. Clearly articulates the significance of relationships between a range of ideas and concepts, enabling a new perspective to be applied. Selection and use of relevant supporting evidence is flawless. Work is innovative, demonstrating outstanding originality and creativity of thought and approach. |
Sophisticated application of theory to
practice, demonstrating insightful selection of theory and flawless application to practice, drawing skilfully on the latest research within the discipline.
|
Insightful and effective use of a carefully selected range of relevant reading, including
literature informed by the latest research. Consistently accurate application of referencing. |
Exemplary presentation of work that is fluent and flawless throughout. |
| High quality work showing fluent, deep and highly
detailed knowledge and understanding of subject matter, explicitly wellinformed by the latest research and/or advanced scholarship within the discipline. |
Excellent use of critical evaluation skills to apposite and highly coherent judgements and arguments and/or creatively solve problems. Clearly articulates the significance of relationships between a range of ideas and concepts, enabling a new perspective to be applied. Use of a wide and carefully selected range of relevant supporting evidence. Work shows excellent originality and creativity of thought and approach. | Excellent application of theory to practice, with all links fully
appropriate and meaningfully applied, drawing skilfully on the latest research within the discipline. |
Consistent and balanced engagement
with a refined range of relevant reading, including literature informed by the latest research. Consistently accurate application of referencing. |
Highly effective presentation of work that is coherently structured and clearly expressed throughout.
|
| Coherent and detailed knowledge and understanding | Cognitive and intellectual skills
|
Application of theory to practice | Reading and referencing | Presentation, style and structure |
| Commendable work showing coherent and detailed knowledge and understanding of subject matter, explicitly informed by the latest research and/or advanced scholarship within the discipline. | Effective use of critical evaluation skills to make well-informed and coherent judgements and arguments and/or creatively solve problems. Clearly articulates the significance of relationships between a range of ideas and concepts, enabling a new perspective to be applied. Use of a wide range of relevant supporting evidence. Work shows effective originality and creativity
of thought and approach.
|
Consistent and balanced engagement with a refined range of relevant reading, including literature informed by the latest research. Consistently accurate application of referencing. | Consistent engagement with an extensive range of relevant reading, including
literature informed by the latest research. Consistently accurate application of referencing. |
Well-formed presentation of work that is coherently structured and clearly expressed throughout. |
| Work of solid quality showing competent and consistent knowledge and understanding of subject matter, informed by the latest research and/or advanced scholarship within the discipline. | Sound use of critical evaluation skills to make well-informed judgements and arguments and/or solve problems. Usually articulates the significance of relationships between a range of ideas and concepts. Use of a good range of relevant supporting evidence. Work shows significant evidence of originality and creativity which contributes to the overall assignment. | Sound understanding and evaluation of application of theory to practice, with the
student making clearly articulated and reasoned links between the two, informed by the latest research within the discipline. |
Critical
engagement with a good range of relevant reading, including literature informed by the latest research Sound application of referencing, with no inaccuracies or inconsistencies. |
Competent presentation of work in terms of structure and clarity of expression. |
| Adequate work showing knowledge and understanding of subject matter, but lacking depth and breadth. Awareness of the latest research and/or advanced scholarship within the discipline. | Use of critical evaluation skills to make largely logical and coherent judgements and arguments and/or solve problems, but with gaps and/or inconsistencies. Use of an adequate range of relevant supporting evidence. Work provides examples of originality and creativity, which enhances aspects of the assignment. | Mainly consistent, accurate and logical application of theory to practice, with the student making appropriate links between the two and evidence of evaluation. | Engagement with an appropriate range of reading beyond essential texts, including literature informed by the latest research. Referencing may show minor inaccuracies or inconsistencies. | Work is structured in a largely coherent manner and is for the most part clearly expressed. |
| Coherent and detailed knowledge and understanding | Cognitive and intellectual skills
|
Application of theory to practice | Reading and referencing | Presentation, style and structure |
| Simple factual approach showing limited knowledge and understanding of subject matter. Narrow or misguided selection of material, with elements missing or inaccurate. Limited awareness of the latest research and/or advanced scholarship within the discipline. | A limited use of critical
evaluation skills to support emerging judgements and arguments and/or solve problems, although not always logical or coherent and with inaccuracies. Arguments not always developed, and gaps in supporting evidence. Little evidence of originality or creativity. |
Relevant
theoretical knowledge and understanding applied in practice, but with students not always making logical links between the two and limited evidence of evaluation. |
Evidence of reading, largely confined to essential texts, but mainly reliant
on taught elements. Referencing may show inaccuracies and/or inconsistencies. |
Ordered presentation in which relevant ideas / concepts are reasonably expressed. |
| Weak work showing limited but fragmentary knowledge and understanding of the subject matter, for example through inaccuracies, inclusion of irrelevant material and/or absence of appropriate information. No awareness of the latest research and/or advanced scholarship within the discipline evident. | Largely descriptive work, with weak and superficial use of critical evaluation skills to develop judgements and arguments and/or solve problems. Information accepted uncritically, with weak use of evidence resulting in unsubstantiated opinions. No evidence
of originality or creativity. |
Limited understanding of the application of theory to practice, with the student often not making appropriate links between the two and no evidence of evaluation. | Poor engagement with essential texts and no evidence of wider reading. Heavily reliant on taught elements. Inconsistent and weak use of referencing. | Work is loosely, and at times incoherently, structured, with information and ideas often poorly expressed. |
| Unsatisfactory work showing weak knowledge and understanding of subject matter. Work contains serious inaccuracies and/or a significant amount of irrelevant material. No awareness of the latest research and/or advanced scholarship within the discipline evident. | Descriptive work with no effort made to use
critical evaluation skills to develop judgements and arguments and/or solve problems. Views expressed are often illogical, invalid or irrelevant. Minimal or no use of evidence to back up views. Completely lacking in originality and creativity. |
Weak
understanding of the application of theory to practice, with only occasional evidence of the student making appropriate links between the two. |
Limited evidence of reading and/or reliance on inappropriate sources. Limited engagement with taught elements. Very poor use of referencing. | Work is poorly presented in a disjointed and incoherent manner.
Information and ideas are very poorly expressed, with weak English and/or inappropriate style. |
| Highly unsatisfactory work showing major gaps in knowledge and understanding of subject matter. Inclusion of largely irrelevant material, absence of appropriate information and significant inaccuracies. No awareness of the latest research and/or advanced scholarship within the discipline evident. | Work is largely irrelevant or inaccurate, characterised by descriptive text and unsubstantiated generalisations. Minimal or no use of evidence to back up views. | Very weak
theoretical knowledge and understanding, with no evidence of appropriate application in practice. |
No evidence of reading or engagement with taught elements. Absent or incoherent referencing. | Work is extremely disorganised, with much of the content confusingly expressed. Very poor English and/or very inappropriate style. |
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