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Nursing and Midwifery
NUR4033 Providing and Evaluating Care.
Assessment Information
Credits: 20
Semester: 2 and 3
2025/2026
Module Leader: Nahid Younis, Kara Fereday, Adekola Ogundare and Emma Fletcher.
Email: NUR4033@bcu.ac.uk
Overview
| NUR4033 Providing and Evaluating Care |
| NUR4033 |
| Level: 4 |
| Assessment | Type Coursework In-Person Exam | Task | Word count or time limit | Weighting |
| 1 | Coursework | Written Essay | 1500 words | 100% |
| Assessment Information | |
| Submission Date(s) and Time: | A1: 15th June 2026- 12 – Midday. Disability Support Summary Date: 22nd June 2026 12 Midday
A2: 20th July 2026 12 Midday Disability Support Summary Date: 27th July 2026 12 Midday |
| Assessment Task: | Essay |
| Assessment Title: | Using evidenced informed practice and health policy/promotion for a common health condition at a specific stage of life. |
| Things to include: | Your essay must focus on your chosen health condition and the selected life stage (for example- anxiety in childhood). · You must choose one health condition from the list below, which can be specific to your field of field of nursing: ü anxiety ü dementia ü depression ü epilepsy ü stroke
· Provide a brief description of your chosen health condition and describe how this may impact the patient in the selected stage of life. · Identify a current health policy and state how the nurse would implement this for your chosen health condition and specific stage of life. |
| · Discuss one health promotion approach that the nurse will utilise to implement the chosen health policy (For example- medical, behavioural change, education and empowerment). · Identify and discuss one evidence-based intervention the nurse would utilise to enhance the quality of life for the patient. Discuss the communication skills the nurse would use to deliver the chosen intervention to the patient.
N.B. Ensure that you read and support your discussion with evidence such as health policies, guidelines and sources provided within the resource list. |
| Completion of this assessment will address the following learning outcomes: | |
| 1 | Identify how health promotion and health policy can impact on people across the lifespan. |
| 2 | Describe evidence-based practice as an intervention to proactively respond to people experiencing behavioural distress. |
| 3 | Recognise care across the lifespan for commonly encountered physical, behavioural, cognitive, and mental health conditions. |
| 4 | Describe appropriate communication strategies to provide and evaluate care for people across the lifespan. |
Referencing Style
BCU Harvard
More information on referencing is available here: https://www.bcu.ac.uk/library/services-and-support/referencing
Submission Details
- You will submit two
1: Your NUR4033 assignment
2: The NUR4033 assignment coversheet
- You are required to submit your assignment electronically through the module’s Moodle The Moodle submission point uses Turnitin to generate an originality report on your assignment.
- Your assignment must be submitted in one of the following Microsoft compatible formats:
.doc .docx
- Both files should be labelled with your student number, module code and whether it is the coversheet or the assignment.
Example of how to name your file: ID1234567, NUR4033, Coversheet Or ID1234567, NUR4033, Assignment.
- Please submit your assignment and the assignment coversheet
- Full guidance on electronic submission of assignments is available through
- Your font must be Arial size twelve, with double line spacing – instructions on how to format like this in word can be found on the Moodle page.
Assessment Support
Assessment feedback can be received in several ways, during the module, and at the end of the module. The following are available to you for support throughout our module:
- NUR4033 Moodle
- Assessment launch session
- Formative feedback during pre and post activities on the NUR4033 Moodle page
- PowerPoint presentations from the taught and asynchronous
- Assignment checklist
- NUR4033 Resource
- End of module final session
- Looking at the frequently asked questions (FAQ) document on
- Asking assessment questions via the Padlet on the NUR4033 Moodle
- Evidence based Teaching
- Group
- Feedback from your peers during group
- Feedback will be given from tutors through formative feedback
- Asking questions in
- Thrive tutors
- Questions can be asked to the module team via the module inbox, contactable on: NUR4033@bcu.ac.uk.
- The formative Turnitin can also be used to get feedback on your referencing prior to final More details are available at: Turnitin link 24/25
Use of Artificial Intelligence in Assessment Key Links:
- Student AI Guidelines
- Staff AI Guidelines
For this assessment, AI is:
Prohibited
Key Information
| Conditions of Progression | The assignment is 100% weighting and you are required to achieve 40% or above to pass this assessment. |
| 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. |
| Word Count For written tasks where word counts are specified. | The word count for this module assessment is shown under the assessment task. A +10% margin of tolerance is applied, beyond which nothing further will be marked. Marks cannot be awarded for any learning outcomes addressed outside the word count.
The word count refers to everything in the main body of the text (including headings, tables, citations, quotes, lists etc.). Everything before (i.e. abstract, acknowledgements, contents, executive summaries etc.) and |
| after the main text (i.e. references, appendices) is not included in the word count limit. 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. You also should also review the wide range of support and help from the library. |
FOR STAFF ONLY
| Staff Use Only: Retained Work Record | |
| Details of Retained Work: | Final written assignment for NUR4033 |
| Location of Retained Work: | Course: NUR4033 Providing and Evaluating Care SEP S2 2025/6 | Moodle |
| Type of Work Retained (tick all that apply): | Assignment and Coversheet. |
Colleagues should provide as much detail as possible on the retained work for their module. The full link must be provided and it is important it is fully accessible. Please check the link prior to completing this section.
For the School of nursing and Midwifery, all information must be accessible for colleagues via the SharePoint Site and also available on your Module’s Moodle Page.
BCU Generic Marking Criteria and Rubric
Level 4 Descriptor
This level descriptor describes what is required for a student to pass at the minimum threshold of this academic level.
Students will have a narrow but competent knowledge base of key course themes and will be able to communicate/present ideas accurately in a logical manner. They will be able to apply the principles of critical thinking to evaluate key course themes to formulate sound and valid conclusions. With support of module teams, students will be able to recognise the relevance, be able to search and access key texts and use this literature to communicate knowledge to their area of study.
| 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. | Excellent structure, organisation, and communication of ideas. For example:
Introduction provides context to the points in the main body.
Discussions and topics are complete, relevant and have a logical order.
All paragraphs conclude with connections made between all paragraphs.
Conclusion connects with the points made in the main body, providing overall context. | Very good structure, organisation, and communication of ideas. | Good structure, organisation, and communication of ideas. | Satisfactory structure, organisation, and communication of ideas. | Poor structure, organisation, and communication of ideas. | Very poor structure, organisation, and communication of ideas. |
| For example: | For example: | For example: | For example: | For example: | For example: | ||
| Introduction clearly states the main argument and provides context to the points in the main body.
Discussions and topics are complete, relevant and have a logical order which aligns to the main argument.
All paragraphs flow from one to the next and have conclusions that connect to the main argument. | Introduction connects to the points in the main body.
Discussions and topics are complete, relevant and points have some logical order.
All paragraphs conclude with some connections made between paragraphs.
Conclusion connects with the points made in the main body. | Has an introduction.
Discussions and topics are complete, relevant, and points are clear to follow.
Some paragraphs conclude, with some attempt at connections made between paragraphs.
Has a conclusion. | Introduction is superficial.
Discussion and topics are complete and mostly relevant, but points are not always clear to follow.
Some paragraphs may include conclusions but do not connect to the next paragraph.
Conclusion is superficial. | No appropriate introduction.
Discussions and topics are incomplete, and most of the points are difficult to follow.
No appropriate conclusion. | No introduction.
Discussions and topics are not relevant or are incomplete.
No conclusion. | ||
| Conclusion synthesises points made in the main body and aligns to the main argument | |||||||
BCU Generic Marking Criteria and Rubric
| 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. | Excellent demonstration of knowledge and understanding. | Very good demonstration of knowledge and understanding. | Good demonstration of knowledge and understanding. | Satisfactory demonstration of knowledge and understanding. | Poor demonstration of knowledge and understanding. | Very poor demonstration of knowledge and understanding. |
| For example: | For example: | ||||||
| For example: | For example: | For example: | For example: | 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. | 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. | 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. | 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. | 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. | 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. | Does not demonstrate an any understanding of the subject area. | |
BCU Generic Marking Criteria and Rubric
| 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. | Excellent application of critical thinking principles. | Very good application of critical thinking principles. | Good application of critical thinking principles. | Satisfactory application of critical thinking principles. | Poor application of critical thinking principles. | Very poor application of critical thinking principles. |
| For example: | For example: | For example: | For example: | For example: | For example: | For example: | |
| Constant critical thinking. | Consistent critical thinking. | Consistent critical thinking. | Consistent critical thinking. | Some descriptive thinking evident. | Very descriptive. | Presents ideas as bullet points. | |
| Engages with key and wider reading. | Engages with key and wider reading. | Engages with key reading. | Adequate evidence of reading. | Evidence of reading. | Inadequate evidence of reading. | No evidence of 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. | 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. | Content of sources are explained, explored, and used to develop an appropriate academic discussion. Considers different viewpoints and identifies strengths and weaknesses.
Draws conclusions. | Content of sources are described with an attempt to explain.
Adequate attempt at identifying strengths and weaknesses.
Adequate attempt to draw conclusions. | Content of sources are described, but no attempt to explain.
An attempt at identifying strengths and weaknesses.
An attempt to draw conclusions. | Content is reduced to mainly student viewpoints and opinions only.
Inadequate attempt at identifying strengths and weaknesses.
Inadequate attempt to draw conclusions. | Content is reduced to student viewpoints and opinions only.
No attempt at identifying strengths and weaknesses.
No attempt to draw conclusions. | |
| Draws informed and persuasive conclusions. | Draws informed conclusions. | ||||||
BCU Generic Marking Criteria and Rubric
| 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. | Excellent referencing and citing of sources to support work. | Very good referencing and citing of sources to support work. | Good referencing and citing of sources to support work. | Satisfactory referencing and citing of sources to support work. | Poor referencing and citing of sources to support work. | Very poor referencing and citing of sources to support work. |
| For example: | For example: | For example: | For example: | For example: | |||
| For example: | For example: | ||||||
| Sources are cited. | Sources are cited. | Sources are cited. | Sources are cited. | Sources are cited. | Limited sources are cited. | No sources are cited. | |
| Reference list provided. | Reference list provided. | Reference list provided. | Reference list provided. | Reference list provided. | A limited reference list provided. | No 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. | 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. | 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. | 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. | 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. | 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. | ||
