Assignment.pdf (HSNS510) Written 220179206 D G Tharindu...220179206 D G Tharindu (HSNS510) Written Assignment.pdf by Tharindu Dushyantha Dewalegama Gamacharige Submission date: 20-Sep-2018

220179206 D G Tharindu(HSNS510) Written

Assignment.pdfby Tharindu Dushyantha Dewalegama Gamacharige

Submission date: 20-Sep-2018 04:03PM (UTC+1000)Submission ID: 1005181604File name:140127_Tharindu_Dushyantha_Dewalegama_Gamacharige_220179206_D_G_Tharindu__HSNS510__Written_Assignment_139379_295166184.pdfWord count: 2031Character count: 11259

MI5

home

slang

Good assessment of family situation.

he found it

contradicting yourself

Yes

Yes

This you did very well TDDG! your name is too long for me..at39 letters.I type too slowly.

wanting to..

DSM-5

You are very clever and knowledgeable.

This could be hugely developed,I suppose word limitation has reduced your space.

Intervent ions.

Sensible points.

Yes.

18%SIMILARITY INDEX

12%INTERNET SOURCES

8%PUBLICATIONS

18%STUDENT PAPERS

1 2%

2 2%

3 2%

4 2%

5 1%

6 1%

7 1%

8 1%

9 1%

10 1%

11

220179206 D G Tharindu (HSNS510) Written Assignment.pdfORIGINALITY REPORT

PRIMARY SOURCES

Submitted to Vrije Universiteit AmsterdamStudent Paper

Submitted to Australian Catholic UniversityStudent Paper

Submitted to University of New EnglandStudent Paper

Juliana Onwumere, Grace Parkyn, StephanieLearmonth, Elizabeth Kuipers. "The last taboo:The experience of violence in f irst-episodepsychosis caregiving relationships", Psychologyand Psychotherapy: Theory, Research andPractice, 2018Publicat ion

Submitted to Curtin University of TechnologyStudent Paper

Submitted to Queensland University ofTechnologyStudent Paper

Submitted to Griffth UniversityStudent Paper

connections.lww.comInternet Source

Submitted to Charles Sturt UniversityStudent Paper

Submitted to University of Western AustraliaStudent Paper

Submitted to University of Newcastle

1%

12 1%

13 1%

14 1%

Exclude quotes Of f

Exclude bibliography Of f

Exclude matches Of f

Student Paper

Submitted to University of Kent at CanterburyStudent Paper

www.mayoclinic.orgInternet Source

Submitted to Pennsylvania State System ofHigher EducationStudent Paper

QM

FINAL GRADE

47/60

220179206 D G Tharindu (HSNS510) Written Assignment.pdfGRADEMARK REPORT

GENERAL COMMENTS

Instructor

You have shown creativity astuteness andknowledge about the topic.

Thank you f or your work.

There where a f ew gaps that f ollowing the markingcriterion would have prevented however a goodpresentation.

Marked by Deb Giles.

PAGE 1

PAGE 2

MI5

Military Intelligence Service f ive(MI5) the secret service in the United Kingdom.This is how youshould have written it f irst t ime round.

Text Comment. home

Text Comment. slang

PAGE 3

Text Comment. Good assessment of f amily situation.

PAGE 4

Text Comment. he f ound it

PAGE 5

Text Comment. contradicting yourself

Text Comment. Yes

Text Comment. Yes

PAGE 6

Text Comment. This you did very well TDDG! your name is too long f or me..at 39 letters.Itype too slowly.

Text Comment. wanting to..

QM

QM

DSM-5

Diagnostics and Statistical Manual of Mental Disorder - f ive(DSM-5)

Additional Comment

Fif th Edition

PAGE 7

Text Comment. You are very clever and knowledgeable.

PAGE 8

Text Comment. This could be hugely developed,I suppose word limitation has reducedyour space.

PAGE 9

Interventions.

When clinical issues and interventions are discussed remember to use evidence basedguidelines and literature to backup your points.Ref er to a t ime f rame f or expectedrecovery/improvement as suggested in the literature also the ef f ectiveness of treatment youare advocating.

Text Comment. Sensible points.

Text Comment. Yes.

PAGE 10

PAGE 11

RUBRIC: HSNS510 A1 REPORT 2017

CRITERIA 1 (20%)

HD(100)

HD(95)

HD(85)

D(80)

D(75)

C(70)

C(65)

P(60)

P(55)

P(50)

N(45)

N(40)

N(35)

CRITERIA 2 (20%)

HD(100)

HD

77.75 / 100

75 / 100

The report demonstrate in-depth and coherent knowledge of the practice of nursing as a person centredactivity which includes consumer and carer well-being, participation in care and recovery, andinterprof essional teamwork

Excellent and clear demonstration of an in-depth and coherent knowledge of thepractice of nursing as a person centred activity which includes consumer and carerwell-being, participation in care and recovery, and interprof essional teamwork

Excellent and clear demonstration of an in-depth and coherent knowledge of thepractice of nursing as a person centred activity which includes consumer and carerwell-being, participation in care and recovery, and interprof essional teamwork

Excellent and clear demonstration of an in-depth and coherent knowledge of thepractice of nursing as a person centred activity which includes consumer and carerwell-being, participation in care and recovery, and interprof essional teamwork

Very good and appropriate demonstration of in-depth and coherent of knowledge ofthe practice of nursing as a person centred activity which includes consumer andcarer well-being, participation in care and recovery, and interprof essional teamwork

Very good and appropriate demonstration of in-depth and coherent of knowledge ofthe practice of nursing as a person centred activity which includes consumer andcarer well-being, participation in care and recovery, and interprof essional teamwork

Good but scant demonstration of in-depth and coherent knowledge of the practiceof nursing as a person centred activity which includes consumer and carer well-being,participation in care and recovery, and interprof essional teamwork

Good but scant demonstration of in-depth and coherent knowledge of the practiceof nursing as a person centred activity which includes consumer and carer well-being,participation in care and recovery, and interprof essional teamwork

Limited and scant demonstration of in-depth and coherent knowledge of the practiceof nursing as a person centred activity which includes consumer and carer well-being,participation in care and recovery, and interprof essional teamwork;

Limited and scant demonstration of in-depth and coherent knowledge of the practiceof nursing as a person centred activity which includes consumer and carer well-being,participation in care and recovery, and interprof essional teamwork;

Limited and scant demonstration of in-depth and coherent knowledge of the practiceof nursing as a person centred activity which includes consumer and carer well-being,participation in care and recovery, and interprof essional teamwork;

Poor demonstration of in-depth and coherent knowledge of the practice of nursingas a person centred activity which includes consumer and carer well-being,participation in care and recovery, and interprof essional teamwork

Poor demonstration of in-depth and coherent knowledge of the practice of nursingas a person centred activity which includes consumer and carer well-being,participation in care and recovery, and interprof essional teamwork

Poor demonstration of in-depth and coherent knowledge of the practice of nursingas a person centred activity which includes consumer and carer well-being,participation in care and recovery, and interprof essional teamwork

75 / 100

The report demonstrate the application of knowledge and skills to nursing practice and undertake astrengths-based mental health assessment using common mental health assessment tools within arecovery f ramework.

Excellent and clear demonstration of the application of knowledge and skills tonursing practice and undertake a strengths-based mental health assessment usingcommon mental health assessment tools within a recovery f ramework.

Excellent and clear demonstration of the application of knowledge and skills to

(95)

HD(85)

D(80)

D(75)

C(70)

C(65)

P(60)

P(55)

P(50)

N(45)

N(40)

N(35)

CRITERIA 3 (20%)

HD(100)

HD(95)

HD(85)

D(80)

nursing practice and undertake a strengths-based mental health assessment usingcommon mental health assessment tools within a recovery f ramework.

Excellent and clear demonstration of the application of knowledge and skills tonursing practice and undertake a strengths-based mental health assessment usingcommon mental health assessment tools within a recovery f ramework.

Very good and appropriate demonstration of the application of knowledge and skillsto nursing practice and undertake a strengths-based mental health assessment usingcommon mental health assessment tools within a recovery f ramework.

Very good and appropriate demonstration of the application of knowledge and skillsto nursing practice and undertake a strengths-based mental health assessment usingcommon mental health assessment tools within a recovery f ramework.

Good but scant demonstration of the application of knowledge and skills to nursingpractice and undertake a strengths-based mental health assessment using commonmental health assessment tools within a recovery f ramework.

Good but scant demonstration of the application of knowledge and skills to nursingpractice and undertake a strengths-based mental health assessment using commonmental health assessment tools within a recovery f ramework.

Limited and unclear demonstration of application of knowledge and skills to nursingpractice and undertake a strengths-based mental health assessment using commonmental health assessment tools within a recovery f ramework.

Limited and unclear demonstration of application of knowledge and skills to nursingpractice and undertake a strengths-based mental health assessment using commonmental health assessment tools within a recovery f ramework.

Limited and unclear demonstration of application of knowledge and skills to nursingpractice and undertake a strengths-based mental health assessment using commonmental health assessment tools within a recovery f ramework.

Poor demonstration of the application of knowledge and skills to nursing practice andundertake a strengths-based mental health assessment using common mental healthassessment tools within a recovery f ramework.

Poor demonstration of the application of knowledge and skills to nursing practice andundertake a strengths-based mental health assessment using common mental healthassessment tools within a recovery f ramework.

Poor demonstration of the application of knowledge and skills to nursing practice andundertake a strengths-based mental health assessment using common mental healthassessment tools within a recovery f ramework.

85 / 100

The report demonstrate the use of crit ical thinking and problem solving skills in the planning and delivery ofbehavioural, emotional and cognitive care across the lif espan and the saf e administration of medicationsf or common mental health disorders.

Excellent and clear demonstration of <br />the use of crit ical thinking and problemsolving skills in the planning and delivery of behavioural, emotional and cognitive careacross the lif espan and the saf e administration of medications f or common mentalhealth disorders.<br />

Excellent and clear demonstration of <br />the use of crit ical thinking and problemsolving skills in the planning and delivery of behavioural, emotional and cognitive careacross the lif espan and the saf e administration of medications f or common mentalhealth disorders.<br />

Excellent and clear demonstration of <br />the use of crit ical thinking and problemsolving skills in the planning and delivery of behavioural, emotional and cognitive careacross the lif espan and the saf e administration of medications f or common mentalhealth disorders.<br />

Very good and appropriate demonstration of crit ical thinking and problem solvingskills in the planning and delivery of behavioural, emotional and cognitive care across

D(75)

C(70)

C(65)

P(60)

P(55)

P(50)

N(45)

N(40)

N(35)

CRITERIA 4 (20%)

HD(100)

HD(95)

HD(85)

D(80)

D(75)

the lif espan and the saf e administration of medications f or common mental healthdisorders.

Very good and appropriate demonstration of crit ical thinking and problem solvingskills in the planning and delivery of behavioural, emotional and cognitive care acrossthe lif espan and the saf e administration of medications f or common mental healthdisorders.

Good but scant demonstration of the use of crit ical thinking and problem solvingskills in the planning and delivery of behavioural, emotional and cognitive care acrossthe lif espan and the saf e administration of medications f or common mental healthdisorders.

Good but scant demonstration of the use of crit ical thinking and problem solvingskills in the planning and delivery of behavioural, emotional and cognitive care acrossthe lif espan and the saf e administration of medications f or common mental healthdisorders.

Limited and unclear demonstration of the use of crit ical thinking and problem solvingskills in the planning and delivery of behavioural, emotional and cognitive care acrossthe lif espan and the saf e administration of medications f or common mental healthdisorders.

Limited and unclear demonstration of the use of crit ical thinking and problem solvingskills in the planning and delivery of behavioural, emotional and cognitive care acrossthe lif espan and the saf e administration of medications f or common mental healthdisorders.

Limited and unclear demonstration of the use of crit ical thinking and problem solvingskills in the planning and delivery of behavioural, emotional and cognitive care acrossthe lif espan and the saf e administration of medications f or common mental healthdisorders.

Poor demonstration of the use of crit ical thinking and problem solving skills in theplanning and delivery of behavioural, emotional and cognitive care across the lif espanand the saf e administration of medications f or common mental health disorders.

Poor demonstration of the use of crit ical thinking and problem solving skills in theplanning and delivery of behavioural, emotional and cognitive care across the lif espanand the saf e administration of medications f or common mental health disorders.

Poor demonstration of the use of crit ical thinking and problem solving skills in theplanning and delivery of behavioural, emotional and cognitive care across the lif espanand the saf e administration of medications f or common mental health disorders.

75 / 100

The report crit ically analyse the theoretical, legal, ethical and policy f rameworks f or interprof essionalmental health practice including evidence-based interventions f or mental health and well-being.

Excellent and clear crit ically analyse the theoretical, legal, ethical and policyf rameworks f or interprof essional mental health practice including evidence-basedinterventions f or mental health and well-being.

Excellent and clear crit ically analyse the theoretical, legal, ethical and policyf rameworks f or interprof essional mental health practice including evidence-basedinterventions f or mental health and well-being.

Excellent and clear crit ically analyse the theoretical, legal, ethical and policyf rameworks f or interprof essional mental health practice including evidence-basedinterventions f or mental health and well-being.

Very good and appropriate crit ical analysis the theoretical, legal, ethical and policyf rameworks f or interprof essional mental health practice including evidence-basedinterventions f or mental health and well-being.

Very good and appropriate crit ical analysis the theoretical, legal, ethical and policyf rameworks f or interprof essional mental health practice including evidence-basedinterventions f or mental health and well-being.

C(70)

C(65)

P(60)

P(55)

P(50)

N(45)

N(40)

N(35)

CRITERIA 5 (5%)

HD(100)

HD(95)

HD(85)

D(80)

D(75)

C(70)

C(65)

P(60)

P(55)

P(50)

N(45)

N(40)

Good but scant crit ically analyse the theoretical, legal, ethical and policy f rameworksf or interprof essional mental health practice including evidence-based interventionsf or mental health and well-being.

Good but scant crit ically analyse the theoretical, legal, ethical and policy f rameworksf or interprof essional mental health practice including evidence-based interventionsf or mental health and well-being.

Limited but unclear crit ically analyse the theoretical, legal, ethical and policyf rameworks f or interprof essional mental health practice including evidence-basedinterventions f or mental health and well-being.

Limited but unclear crit ically analyse the theoretical, legal, ethical and policyf rameworks f or interprof essional mental health practice including evidence-basedinterventions f or mental health and well-being.

Limited but unclear crit ically analyse the theoretical, legal, ethical and policyf rameworks f or interprof essional mental health practice including evidence-basedinterventions f or mental health and well-being.

Poor crit ically analyse the theoretical, legal, ethical and policy f rameworks f orinterprof essional mental health practice including evidence-based interventions f ormental health and well-being

Poor crit ically analyse the theoretical, legal, ethical and policy f rameworks f orinterprof essional mental health practice including evidence-based interventions f ormental health and well-being

Poor crit ically analyse the theoretical, legal, ethical and policy f rameworks f orinterprof essional mental health practice including evidence-based interventions f ormental health and well-being

75 / 100

Introduction:\noutlines the content and the f ocus of the report

A clear, succinct and appropriate introduction. The introduction outlines the contentand the f ocus of the report.

A clear, succinct and appropriate introduction. The introduction outlines the contentand the f ocus of the report.

A clear, succinct and appropriate introduction. The introduction outlines the contentand the f ocus of the report.

An appropriate introduction is evident and brief ly outlines the content and describesthe f ocus of the report.

An appropriate introduction is evident and brief ly outlines the content and describesthe f ocus of the report.

A brief introduction and of f ers scant inf ormation about the f ocus of the report.

A brief introduction and of f ers scant inf ormation about the f ocus of the report.

A scant and unclear introduction is evident. The f ocus of the report is not addressedin the report.

A scant and unclear introduction is evident. The f ocus of the report is not addressedin the report.

A scant and unclear introduction is evident. The f ocus of the report is not addressedin the report.

No introduction is evident and bears litt le or no relationship to the f ocus of thereport.

No introduction is evident and bears litt le or no relationship to the f ocus of thereport.

N(35)

CRITERIA 6 (5%)

HD(100)

HD(95)

HD(85)

D(80)

D(75)

C(70)

C(65)

P(60)

P(55)

P(50)

N(45)

N(40)

N(35)

CRITERIA 7 (5%)

HD(100)

HD(95)

HD(85)

D(80)

D(75)

No introduction is evident and bears litt le or no relationship to the f ocus of thereport.

80 / 100

sum up the key points made in the report.

A clear, succinct and appropriate conclusion and sum up key points made in thereport.

A clear, succinct and appropriate conclusion and sum up key points made in thereport.

A clear, succinct and appropriate conclusion and sum up key points made in thereport.

An appropriate conclusion and sum up key points made in the report

An appropriate conclusion and sum up key points made in the report

A brief conclusion and of f ers scant key points of the report.

A brief conclusion and of f ers scant key points of the report.

A scant and unclear conclusion is evident.

A scant and unclear conclusion is evident.

A scant and unclear conclusion is evident.

No evidence of a conclusion and litt le or no relationship to the report.

No evidence of a conclusion and litt le or no relationship to the report.

No evidence of a conclusion and litt le or no relationship to the report.

80 / 100

Structure:\npresentation,\norganisation, grammar, spelling, punctuation, word length.

Accurately and consistently adheres to report f ormat. The ideas are arrangedlogically. Paragraphs have solid topic sentences. Transit ions link paragraphs. Line ofreasoning f lows. Consistently accurate with spelling, grammar, use of punctuationand the word limit within 10%

Accurately and consistently adheres to report f ormat. The ideas are arrangedlogically. Paragraphs have solid topic sentences. Transit ions link paragraphs. Line ofreasoning f lows. Consistently accurate with spelling, grammar, use of punctuationand the word limit within 10%

Accurately and consistently adheres to report f ormat. The ideas are arrangedlogically. Paragraphs have solid topic sentences. Transit ions link paragraphs. Line ofreasoning f lows. Consistently accurate with spelling, grammar, use of punctuationand the word limit within 10%

Mostly accurate and consistently adheres to report f ormat. The ideas are arrangedlogically. Paragraphs have solid topic sentences. Transit ions link paragraphs. Line ofreasoning f lows. Consistently accurate with spelling, grammar, use of punctuationand the word limit within 10%

Mostly accurate and consistently adheres to report f ormat. The ideas are arrangedlogically. Paragraphs have solid topic sentences. Transit ions link paragraphs. Line of

C(70)

C(65)

P(60)

P(55)

P(50)

N(45)

N(40)

N(35)

CRITERIA 8 (5%)

HD(100)

HD(95)

HD(85)

D(80)

D(75)

C(70)

reasoning f lows. Consistently accurate with spelling, grammar, use of punctuationand the word limit within 10%

Partial but close adherence to report f ormat <br />The ideas are arranged logically.Paragraphs have solid topic sentences. Transit ions link paragraphs. Line ofreasoning f lows. Consistently accurate with spelling, grammar, use of punctuationand the word limit within 10%<br />

Partial but close adherence to report f ormat <br />The ideas are arranged logically.Paragraphs have solid topic sentences. Transit ions link paragraphs. Line ofreasoning f lows. Consistently accurate with spelling, grammar, use of punctuationand the word limit within 10%<br />

Minimal adherence to report f ormat. The ideas are arranged logically. Paragraphshave solid topic sentences. Transit ions link paragraphs. Line of reasoning f lows.Consistently accurate with spelling, grammar, use of punctuation and the word limitwithin 10%

Minimal adherence to report f ormat. The ideas are arranged logically. Paragraphshave solid topic sentences. Transit ions link paragraphs. Line of reasoning f lows.Consistently accurate with spelling, grammar, use of punctuation and the word limitwithin 10%

Minimal adherence to report f ormat. The ideas are arranged logically. Paragraphshave solid topic sentences. Transit ions link paragraphs. Line of reasoning f lows.Consistently accurate with spelling, grammar, use of punctuation and the word limitwithin 10%

Litt le or no attempt to adhere to report f ormat. <br />The ideas are arranged logically.Paragraphs have solid topic sentences. Transit ions link paragraphs. Line ofreasoning f lows. Consistently accurate with spelling, grammar, use of punctuationand the word limit within 10%<br />

Litt le or no attempt to adhere to report f ormat. <br />The ideas are arranged logically.Paragraphs have solid topic sentences. Transit ions link paragraphs. Line ofreasoning f lows. Consistently accurate with spelling, grammar, use of punctuationand the word limit within 10%<br />

Litt le or no attempt to adhere to report f ormat. <br />The ideas are arranged logically.Paragraphs have solid topic sentences. Transit ions link paragraphs. Line ofreasoning f lows. Consistently accurate with spelling, grammar, use of punctuationand the word limit within 10%<br />

80 / 100

APA Ref erencing (6th Ed): quality of sources, use of recommended resources, in- text ref erencing andref erence list.

Highly accurate use of in- text and end-text ref erencing and consistently adheres toAPA ref erencing style<br />Excellent selection of peer reviewed evidence to supportassertions and arguments in the report.<br />

Highly accurate use of in- text and end-text ref erencing and consistently adheres toAPA ref erencing style<br />Excellent selection of peer reviewed evidence to supportassertions and arguments in the report.<br />

Highly accurate use of in- text and end-text ref erencing and consistently adheres toAPA ref erencing style<br />Excellent selection of peer reviewed evidence to supportassertions and arguments in the report.<br />

Mostly accurate use of in- text and end-text ref erencing and consistently adheres toAPA ref erencing style <br />Very good selection of peer reviewed evidence to supportassertions and arguments in the report.<br />

Mostly accurate use of in- text and end-text ref erencing and consistently adheres toAPA ref erencing style <br />Very good selection of peer reviewed evidence to supportassertions and arguments in the report.<br />

A number of inaccurate of in- text and end-text ref erencing and inconsistentlyadheres to APA ref erencing style <br />Good selection of peer reviewed evidence to

C(65)

P(60)

P(55)

P(50)

N(45)

N(40)

N(35)

support assertions and arguments in the report<br />

A number of inaccurate of in- text and end-text ref erencing and inconsistentlyadheres to APA ref erencing style <br />Good selection of peer reviewed evidence tosupport assertions and arguments in the report<br />

Multiple inaccurate of in- text and end-text ref erencing and inconsistently adheres toAPA ref erencing style. <br />Minimal acknowledgment of sources used throughout thereport<br />

Multiple inaccurate of in- text and end-text ref erencing and inconsistently adheres toAPA ref erencing style. <br />Minimal acknowledgment of sources used throughout thereport<br />

Multiple inaccurate of in- text and end-text ref erencing and inconsistently adheres toAPA ref erencing style. <br />Minimal acknowledgment of sources used throughout thereport<br />

No adherence to in- text and end-text ref erencing style. Poor selection of peerreviewed evidence to support assertions and arguments. Litt le or no acknowledgmentof sources used throughout the report

No adherence to in- text and end-text ref erencing style. Poor selection of peerreviewed evidence to support assertions and arguments. Litt le or no acknowledgmentof sources used throughout the report

No adherence to in- text and end-text ref erencing style. Poor selection of peerreviewed evidence to support assertions and arguments. Litt le or no acknowledgmentof sources used throughout the report