Assessment information for Level 7 plus student examples
Assessment Information
Formative assessment (both Level 6 & 7):
Formative assessment:
- A brief overview of what your service and quality improvement proposal topic is, and a brief plan of how you are going to proceed with the proposal – is due by the 20/10/25 & must be emailed to Fiona on [email protected]
- A peer assessed approximately 6 minutes presentation (3 minutes presentation & 3 minutes Q&A) from fellow students in class in small groups – face-to-face day 18/11/25
- All students will be offered a technical mock prior to the summative assessment date. Dates & time slots will be circulated by Fiona during the module.
The formative plan of work should include the following:
- A brief statement of the focus of the service and quality improvement proposal topic.
- The rationale for the focus, and its relevance to the module and the students’ sphere of practice. You must include your objectives for your SQIP.
- A brief plan of how the student is going to proceed with the proposal.
- Have a small reference list at the end completed in the Cite Them Right ARU Harvard referencing system https://library.aru.ac.uk/referencing/referencing.htmLinks to an external site.
Feedback on formative assessment:
The feedback you receive on your assessment may take numerous forms depending upon the assessment task. It will most likely comprise of verbal and written, including class discussion. There will be formative assessment feedback from your peers when the formative presentation is presented in class. Importantly, your formative feedback will support you going forward with your summative assessment.
Rationale for assessment design:
The formative assessments have been designed to help you identify the priorities in relation to the summative assessment, and to manage your time appropriately. It is important to remember that feedback is more than the comments you get back on a piece of work but a dialogue throughout the whole module. This gives the opportunity to have a substantial part of your final submission reviewed by both your tutor and your peers.
Summative assessment:
This module is assessed at Level 7 (MOD006387): through a 25-minute live presentation (15 minutes presentation & 10 minutes of Q&A from the examiner). The presentation will focus on a wound management related service and quality improvement proposal. This will be carried out via the online platform ‘Teams’ and it will be recorded.
A supporting synopsis with rationale and references equivalent to 2000 words in total. This supporting synopsis will be submitted to Canvas.
Submission Date:
- Final submission on Canvas of your 2000-word synopsis is by 08.30am 16/12/25
- Your live presentation will be on either 16/12 or 17/12 or 18/12/25 – exact date and time will be given during the taught element of the module.
- If you have had any technical difficulties accessing Microsoft Teams on your own computer/laptop during the module you will need to ensure you can fully access Microsoft Teams on the presentation day.
- This may mean you organising to sit your exam on an ARU computer on campus. A quiet room for this to happen can be organised in advance of the presentation day. Note: this cannot be organised on presentation day you must request this in advance.
- Ensure you are sitting your exam in a quiet place where you will not be disturbed – this is your responsibility.
- If you fail to attend the online presentation due to technical difficulties you would go down as a fail at first attempt but, again, you would be entitled to apply through student services for mitigating circumstances. Note: you would be required to provide evidence of the technical difficulties, e.g., screenshots etc.
VIP if you have had previous technical difficulties with your computer or have difficulty accessing a computer for Teams you can book a room on campus to use for your final summative presentation:
- You can book a study room at Cambridge or Chelmsford via the webform at https://library.aru.ac.uk/services/spacebooking.htmLinks to an external site. (under the ‘spaces & services’ tab at the top of the library website).
- You should choose the study room option, rather than a ‘silent desk’ or a ‘pod’. The form asks if you need a room with a PC. You would say yes.
- You can book up to 14 days ahead and you have to log in.
- NOTE: It is not a last-minute option as these rooms can be in high demand and get booked up.
Assessment information re extension requests for this module summative assessment:
Presentations are considered in the same way as exams, which means you cannot apply for an extension or be given another date by me for your assessment.
If for some reason you are unable to attend online to give your presentation you will need to submit Exonerating Circumstances (EC) to student services. It would be recorded as a 0% Non-Submission. If upheld you would be given a new date for your presentation as a first attempt. If it isn’t upheld you would still get a new date but it would be a 2nd attempt (resit) and be capped at 40% level 6 and 50% level 7. You would need evidence for the EC request.
The synopsis and presentation are all one assessment element so if EC was upheld, if you can’t attend (or it was just a second attempt) you would be given a new date to submit the synopsis and do the presentation.
Generic ARU Level 7 Marking Criteria: Revised Level 7 GACs (for 24-25) (1) (1).pdf
Module specific marking rubric: WMassessmentmarkingRubricLevel 7Final.docx
Level 7 wound management related service and quality improvement proposal presentation with a 2000-word supporting synopsis with rationale document.
Level 7 Learning Outcomes MOD006387:
1. Knowledge and Understanding: Critically apply in-depth knowledge, at a cellular level, on wound healing physiology and pathophysiology when undertaking wound assessment.2. Knowledge and Understanding: Demonstrates independence of thought when identifying care strategiesfor the person with complex wound care requirements, based on critical analysis and interpretation of the relevant literature.3. Intellectual, practical, affective and transferrable skills: Critically evaluate current research in wound care, demonstrating excellent analysis of key issues and concepts related to tissue viability, and summarising these findings for clinical practice and quality improvement.4. Intellectual, practical, affective and transferrable skills: Introduce and evaluate how new wound care managementstrategies/products can be introduced and employed in the students’ practice area.
Summative Assignment
In preparing for this 15 minute wound management related service and quality improvement proposal presentation you should:
- Select your topic for the service and quality improvement proposal. Example topics: introduction of a wound assessment App into your practice area; a new treatment pathway introduction, e.g., biofilm based wound care pathway; introduction of a wound care clinic; introduction of a new pressure ulcer risk assessment tool, such as PURPOSE T; skin tear pathway introduction. You are strongly advised to discuss your topic with your module leader.
- Topics that are not suitable: teaching sessions, unless part of a new teaching process; the introduction of a new dressing, unless part of a new way for staff to access dressings in your organisation.
- The wound management related service and quality improvement proposal should include the following:
- An introduction to the proposal that includes the purpose of the proposal – why have you chosen this topic.
- An overview that provides a background to the proposal. How can it improve service/quality – this must be clearly considered; this would include references from the literature in the topic.
- The scope of the proposal. Describe on which parts/areas/locations in your organisation that this wound management related service and quality improvement proposal will be applied. For example, in the introduction of a wound assessment App who would use it if in the community setting, would it only be used by qualified community nurses or all personnel such as healthcare support workers, GP, community OT etc.
- A vision of where you see this proposal becoming in the future in your organisation. Again, in the wound assessment App would the vision be start small and then roll out to all community staff.
- Objectives of this wound management related service and quality improvement proposal. These objectives would be relevant to your chosen topic and must be measurable in some way; this facilitates the monitoring and evaluation of the SQIP.
- What would be your next actions when introducing this wound management related service and quality improvement proposal into practice, for example, timeframes or priority objectives.
- Incorporate in the proposal how this wound management related service and quality improvement proposal would monitor and evaluate each of the objectives. In the wound assessment App, an example would be how would you evaluate staff satisfaction in using the App.
- The presentation must make recommendations on how this service and quality improvement proposal would enhance wound management in your organisation.
- Throughout the presentation you must review and evaluate the literature and the evidence base that contributes to this wound management related service and quality improvement proposal topic. This would include literature from primary research in the wound related topic, guidelines, and literature on the theory behind change management/leadership/service and quality improvement.
- Provide a reference list following ARU’s Cite it Right Harvard referencing guide https://library.aru.ac.uk/referencing/referencing.htmLinks to an external site.
- Following your 15 minute live presentation of your wound management related service and quality improvement proposal you will be questioned by the examiner/s for 10 minutes on your wound management related service and quality improvement proposal. You will need to evidence and defend your proposal with supporting literature in your answers to the questions from the examiner/s.
You are also required to submit to Canvas a supporting synopsis of your wound management related service and quality improvement proposal with a rationale for why you chose this topic (with references) equivalent to 2000 words in total excluding the reference list.
Guidelines for preparing the supporting synopsis with rationale:
- To be 2000 words in total, excluding reference list/tables/appendices.
- Have a reference list following ARU’s Cite it Right Harvard referencing guidance https://library.aru.ac.uk/referencing/referencing.htmLinks to an external site.
- Please use your SID number ONLY and NOT your name to identify the supporting synopsis.
- Adhere to professional codes of practice, e.g., NMC code. Confidentiality throughout the assignment must be maintained, e.g., do not identity the patient/client, fellow practitioners, the NHS Trust, or organisation, you work within. You can say if your wound management related service and quality improvement proposal will be introduced into primary or secondary care or other healthcare settings such as mental health, tissue viability services etc.
- Introduce the topic for wound management related service and quality improvement proposal, with a brief synopsis of the background to it.
- This synopsis is about your topic in wound management as a focus for your SQIP. Discuss the area of wound management that you want to improve. This means you state the area and the background to the SQIP and discuss/critique the evidence behind this area. For example if a WAA what does the literature say about Apps improving wound assessment? What is the pathophysiology behind non-healing wounds? How might a standardised approach, via a WAA, potentially improve wound assessment etc.
- Analyse the topic you are focusing on to demonstrate knowledge and understanding relevant to the topic area.
- Ensure you link theory to practice throughout the synopsis document.
- It should have an introduction, main body, conclusion, reference list
Previous students’ example work presentation and synopsis:
SQIPExcellentexample.pdf
SYNOPSISCsectionexample.pdf
SQIPwxampleSkin Tear Pathway for Care Homes.pdf
Synopsisexcellentexample- Skin tear pathway for care homes.pdf
Whilst you are submitting your supporting synopsis with rationale document through Canvas, we suggest you consider the following format:
- Please use your SID number ONLY and NOT your name to identify the supporting synopsis.
- The document can be written in the First Person or Passive.
- Use an appropriate font such as, Times New Roman, Ariel or Comic Sans.
- The font size should be no less than size 11.
- The document utilises 1.5 or 2 line spacing.
- Justify the text.
- The reference list should appear before any appendices.
Pass mark 50% – Level 7
Quick tips on how to put a PowerPoint presentation together:
A useful 5 minute youtube video on generic tips for putting together a PowerPoint presentation:
https://youtu.be/grJ0FbpfvOwLinks to an external site.
SQIP PowerPoint Example PP below:
SQIP PP Example.pptx
How to put together a PP example PP below:
putting together a PPWM24.pptx
What are the differences between Level 6 and Level 7 in this module?
A more critically sophisticated level of work is expected at Level 7. Issues will be discussed with greater insight and depth, and a wide and comprehensive range of literature is applied and synthesised within the discussion.
At Level 7 the student needs to demonstrate skills in condensing large amounts of information and the ability to succinctly express concepts and ideas, while developing a logically consistent argument, and presenting an advanced and compelling argument.
Critical skills at level 7 involve more than identifying the strengths and weaknesses and advantages and disadvantages of respective viewpoints and concepts but instead involves the capacity to present an appreciation and understanding of the application of concepts in practice. The student will provide an in-depth critique of the research methodology in the literature/research they are including in the underpinning 2000-word synopsis.
In this assignment, Level 7 mastery will be evident through the assignment offering a well-balanced synthesis of theory and knowledge that is logically coherent with and used to elucidate an understanding of practice in order to develop an advanced appreciation of practice and how research can contribute to developing the effective delivery of wound care and advancing knowledge in the area of wound management.
At level 7 students are required to contextualise the recommendations of their findings from the literature they have critically reviewed within their wound management related service and quality improvement proposal presentation and their underpinning 2000-word synopsis. . They will consider how this may improve practice and be able to identify the potential for further areas of research/development needed in the speciality of wound management.
Top tips to follow when writing your presentation/synopsis:
- Carry out background reading before starting, so that you can support your points with literature. File your literature in themes so you know where to find it when you are at the stage of writing you need it.
- Write in clear, transparent language.
- Do not use technical language or terminology without first explaining what it means.
- Use evaluative terms, e.g. explore, demonstrate, investigate etc. Use synonyms (a word that has the same meaning as or similar meaning to another word or phrase) and vary your vocabulary, so that your writing is varied and interesting. Having access to a thesaurus can be useful if you find yourself always using the same term.
- Write in organised paragraphs in your synopsis, within which you develop and discuss issues in a logical and step by step manner. As a rule discussing one study per paragraph ending the paragraph with a brief sentence summarising your findings and how the findings may link to practice.
- Ensure that your assignment remains focussed on your chosen topic.
- Finish your points, don’t assume the reader knows what you are implying, tell the reader why you are making the point.
- It takes a long time to prepare your assignment, as you have to: source your literature; read your literature; develop your proposal and synopsis; then revisit and revise; submit a draft for feedback; give yourself time to write a rich conclusion, don’t rush your conclusion it summarises your whole assignment.
- Do not write your synopsis to the word limit, as it is possible that you may ration words at the end of your work with the result that the issues you discuss there are less well covered. Instead, write the assignment until it is finished and you have covered all of the required areas of information. Then check the number of words and edit out any in excess of your word limit.
Use the following section alongside the relevant level 6 & 7 generic marking criteria in helping you to work at the required level.
How to use your literature and evidence at Level 6 and 7:
All factual claims and statements must be supported with literature. This is particularly relevant when writing your 2000-word synopsis.
Remember to Involve references frequently. The following is particularly relevant to the 2000-word synopsis. Each sentence is a stand-alone comment. Even if the same reference applies to successive sentences, or one source supports a whole paragraph, the reader does not know that this is the case. Therefore, reference each sentence. A phrase such as “the same author” have the potential for confusion, as you may be referencing the same author but from a different source. Sometimes successive sentences will have the same reference from the same year, and you may have several preferred resources that you draw on repeatedly. However, at the same time be aware of the need to intersperse other literature to demonstrate that you have read widely. For the reader, an assignment which uses just a few sources can lack ideas, breadth of perspective and detailed understanding of the subject, as the perspective that is being offered is not comprehensively informed about the subject.
Be aware of the differences between direct quotes and paraphrasing. Paraphrasing is where you relate the sense of a point but phrase this in your own words. While in contrast a direct quote is word-for-word what the source says. Be careful with direct quotes, as sometimes direct quotes have words missing, or are written with incorrect grammar due to being incorrectly copied. Also, direct quotes and paraphrasing are formatted and referenced differently in the text. Make yourself aware of the conventions of referencing, as marks will be awarded for referencing accurately consistent with the Cite Them Right ARU Harvard referencing system https://library.aru.ac.uk/referencing/referencing.htmLinks to an external site.
Compile a complete list of all of the sources used in the assignment and ensure that they are all included in a reference list which follows immediately after the assignment and before the appendix. To avoid incomplete references collect them as you compile your assignment. It is possible that some sources might be taken out when you edit, and so ensure that before submission you check that all of the sources in the text of your work are included in the reference list. Also check for consistency of the year of publication and author names between the text and reference list.
Before you submit your work (2000-word synopsis) on Canvas carry out a Turnitin Originality check. The overall percentage of the Turnitin report is less relevant than how it is constituted. If you have a low similarity index but one section of your work is derived from another source without being referenced this is not good academic practice. Ideally your Turnitin report should consist of a number of sources, all of which have a low (1-2%) similarity rating. Alternatively, having a very low similarity index is also to be avoided, as this means that you have almost no literature supporting your work.
And AI
What does it mean to you?
AI tools.
An AI tool is no different to using any other source material or external reference. In every case any idea or set of words that are not your own must be correctly referenced. If you fail to do this, you may be suspected of plagiarism – ARU Library site. https://anglia.libguides.com/AILinks to an external site.
Using AI during your studies
- Much more information on AI @ Links to an external site.https://anglia.libguides.com/AILinks to an external site.
- Referencing AI generated material
- When incorporating AI-generated content into your assignments you must acknowledge its use by providing proper references. Failing to do so may result in academic misconduct (see section 6 of our Academic Regulations for further detail).
- To be confident in acknowledging and referencing AI-generated content in your assignments in compliance with ARU’s referencing guidelines, go to Cite Them Right or visit our Library page here on how to log in to Cite Them Right.
- Harvard: Cite Them Right – Generative AI https://www.citethemrightonline.com/sourcetype?docid=b-9781350927964&tocid=b-9781350927964-217&st=Generative%20AILinks to an external site.
AI as a study aid: potential uses:
- To provide a plan or structure.
- To suggest references for further reading.
- To provide you with a simple introduction to a new topic, to define key terms or explain complex concepts or terminology.
- To provide feedback on your own writing.
- To summarise chunks of texts including journal articles.
- To provide you with images for your presentations.
- To provide you with different viewpoints on an issue, for you to evaluate.
- Ask for specific dates or events or trends. For example, what was the impact of the 2008 financial crisis OR what are the historical trends in global warming? https://anglia.libguides.com/AI/AllowedLinks to an external site.
Be aware of AI’s flaws
- Always consider whether the AI tool has provided you with reliable information or accurate data or correct references.
- Ask what sort of “views” are defended in the AI script and what sort of views are hidden?
- Check the sources and consider who may have paid for the research the AI tool has given you and which political, economic, or cultural agenda they may have had.
- Ask whether authors and countries that are not mainstream are included in AI’s answers to your questions.
- Some AI tools are not up to date and their information sometimes has a cut-off point (e.g., Chat GPT-3.5 was only trained on material up to January 2022).
- Be aware that an AI tools outputs are not a substitute for a deep understanding of a topic.
- Remember that using an AI tool is best used to kick-start an enquiry and to provide general background information.
- AI is not your critique of the topic.
- Ask AI tools to widen the type of authors and sources by adding international, diverse, and beyond euro-centric sources. https://anglia.libguides.com/AI/AllowedLinks to an external site.
Do not
- Over-rely on AI generated ideas or evidence or references.
- Assume that AI is culturally sensitive or up to date in the information it is giving you.
- Treat AI speculations as certain predictions.
- Believe everything you read and/or let what you read affect your core values and ethics.
- Enter any personal or private data or information.
- Accept biased language, views, or arguments. https://anglia.libguides.com/AI/AllowedLinks to an external site.
On depth of discussion at Level 6 and 7:
Depth of discussion involves building arguments. However, it is not possible for the whole assignment to consist of conceptual points. To make sense and be clear to the reader it is necessary to at times explain details from the research about which you then make a critical point, just don’t make this a very long section.
Depth can also be achieved by the discussion making a range of points and exploring issues from various perspectives. This links to the previous aspect where literature is used to inform the discussion.
The assignment needs to be credible, and to demonstrate a logical and enquiring perspective, whereby assumptions are challenged, and there is a spirit of curiosity and desire to find out information.
Within the discussion it is necessary for the student to demonstrate flexibility, and a willingness to embrace different ideas, and be disinclined to justify preconceptions, or bias but consider alternative views and promote diversity, for example if you chose to look at the introduction of a wound App as part of your wound management related service and quality improvement proposal do not take your personal preference for this particular APP – you need to look at different Apps and present arguments for both sides, e.g. a balanced argument!
On knowledge applied to practice at Level 6 and 7:
Within the assignment there ought to be a synthesis in the discussion between theory and practice, whereby the literature complements and develops the discussion to improve an understanding of the clinical situation.
The student needs to demonstrate a well-informed and clinically credible perspective, where observations concerning practice are logical, and will clearly benefit patients and advance practice. This is especially important when looking at the rationale for the focus of the wound management related service and quality improvement proposal.
The skills demonstrated in critiquing the literature needs to convince the reader that the student has transferrable skills of analysis to be able to critique a range of research articles.
Clear recommendations for practice should be clearly highlighted in the wound management related service and quality improvement proposal and the underpinning proposal.
STUDY SKILLS RESOURCES:
https://myaru.sharepoint.com/sites/student-learning-assessment/SitePages/study-skills.aspxLinks to an external site.
It goes from
Step 1. Online Zone (i.e. pdfs)
Step 2. Workshops (direct link also here LibCal – Anglia Ruskin UniversityLinks to an external site. )
Step 3. Follow-on appointments (i.e. booking 1:1s) . Scroll down to ‘What would you like help with?’ For a Study Coach 1:1, students should select ‘Receiving feedback on chosen aspects of your academic writing. ‘
Critical thinking section at: https://canvas.anglia.ac.uk/courses/4240/pages/step-3-applying-critical-thinking
A useful framework for critiquing research.docx
AW 1-plan and structure.pdf
Paragraph structure slides with extra explanation (2).pptx
