COS305 – Skills in Advocacy Practice in Disability.

Assessment 2 (40%)

Assessment Type: Individual Written Report (Case Study Essay)
Due Date: Week 9 – 24/10/2025
Open From: Week 5
Word Limit: 2000 words (±10%)
Weighting: 40%
Referencing Style: APA 7th Edition

 Task Overview

Select one (1) case study from the list below. Using advocacy frameworks and theories, analyse the client’s situation, identify barriers to advocacy, and propose strategies and evidence-based recommendations to address the issues. The assessment must demonstrate your ability to apply advocacy principles, ethical practice, and theoretical understanding to real-world disability and discrimination scenarios.

Instructions for Students

1. Select one case study from the list provided.
2. Identify key advocacy issues and barriers impacting the client.
3. Apply relevant advocacy models or frameworks (e.g., self-advocacy, systems advocacy, citizen advocacy).
4. Analyse the situation using relevant theories and concepts from class (e.g., empowerment theory, social justice, human rights).
5. Propose realistic and ethical recommendations supported by evidence and theory.
6. Include APA 7th Edition referencing for all in-text citations and references. Minimum 5 current (post-2010) peer-reviewed academic sources are required.
7. Structure your report using clear headings and logical flow:
   • Introduction
   • Case Overview
   • Advocacy Analysis
   • Barriers and Challenges
   • Recommendations
   • Conclusion
   • Reference List

Case Studies (Choose One)

1. Overlooked for promotion because of psychiatric disability
2. Denied employment in mine
3. Passed interview but not hired after medical check
4. Not suitable for job because of mental health conditions
5. Woman with autism intimidated by fellow tenants and lease terminated
6. Bathroom modifications to fit walking frame rejected by housing provider

Purpose of the Assessment

 

To demonstrate the student’s capacity to apply advocacy theory and practice in real-world disability discrimination contexts, analyse barriers to effective advocacy, and develop informed and ethical recommendations that promote inclusion and human rights.

 

1. Overlooked for promotion because of psychiatric disability

Ivan has a psychiatric disability and was employed as a process worker for a food manufacturer.

Ivan applied for a supervisor position which had become available at work. He was interviewed for the position but was not successful. Ivan’s psychiatric disability meant that he did not perform well in the interview, and he felt this is why he didn’t get the job. When other opportunities for promotion became available, Ivan felt he was then overlooked, despite having the necessary experience.

Ivan says that his employer was aware of his disability and should have made allowances for him in the recruitment process.

Ivan lodged a complaint of disability discrimination with ADNSW.

During conciliation, Ivan’s employer said that they were not aware of his disability when he was applying for a promotion.

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2. Denied employment in mine

Bob* is an experienced underground miner. He sought employment in a local mine which was recruiting workers. Employment at this particular mine would provide Bob the benefit of working close to home without the need for camp life.

Bob made it through several stages of the recruitment process. However, the recruitment process did not continue after the mine was dissatisfied with Bob’s spirometer readings, which measure the amount of air Bob was able to breathe in and out and the time it takes him to exhale completely after a deep breath.

Bob lodged a complaint with ADNSW alleging disability discrimination. ADNSW investigated the complaint by obtaining relevant information from both parties.

The mine owner said the recruitment process was unable to progress further. Mine employees are required to have a full unrestricted medical clearance. The mine said it had serious concerns about Bob being able to carry out the inherent requirements of the position. The mine claimed that the information they had was unclear about whether allowing Bob to work could aggravate any underlying lung weakness, and as a result they were unable to determine whether he could carry out the inherent requirements of the position.

Bob maintained that he had no underlying medical condition other than a very mild degree of airflow limitation. He saw a respiratory doctor who confirmed this and reported that Bob may have been born with the condition.

 

3. Passed interview but not hired after medical check

Sylvana*, a person living with Fibromyalgia and Hypermobility, applied for a clerical job. She was successful at interview but did not get the role after a medical check.

Sylvana lodged a disability discrimination complaint with Anti-Discrimination NSW (ADNSW). ADNSW investigated the matter by speaking with both Sylvana and the hiring company.

The company said that Sylvana’s employment depended on her passing the medical assessment. They said that while the job was mostly office work, some lifting was required. According to the medical assessment, lifting would put Sylvana at risk of injury. They also said it would cause unjustifiable hardship to the company to change the role by removing lifting duties.

Sylvana said her medical conditions do not affect her ability to do the office work and that she was able to lift within limits set by SafeWork guidelines.

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4. Not suitable for job because of mental health conditions

Sarah applied for a job as a community care worker with an aged care provider. She had previous experience in similar roles with other employers.

Sarah was interviewed for the position and felt it went well. It went longer than the allocated time and she felt the interviewers reacted positively to her responses. During the interview, Sarah disclosed that she lived with anxiety and depression.

Sarah progressed to the next stage of recruitment, providing further information and submitting to a police check and pre-employment medical.

A week later, Sarah got an email advising her that she didn’t get the job. When she rang the employer for an explanation, she says she was advised that her level of anxiety and depression made her unsuitable for the position.

Sarah lodged a complaint of disability discrimination with ADNSW.

When ADNSW investigated the complaint, the employer denied that Sarah’s disability was the reason she didn’t get the job. The employer said that Sarah’s responses to some questions raised concerns about her ability to maintain appropriate boundaries with clients. They apologised for any miscommunication of its reasons for not employing Sarah.

 

5. Woman with autism intimidated by fellow tenants and lease terminated

Amelie* is a woman living with autism. She is a tenant of social a housing accommodation provider. Amelie said she felt preyed upon, socially isolated and vulnerable to harassment and intimidation from other tenants because of her disability.

Amelie requested to transfer to different accommodation and was placed on a transfer request list. However, Amelie’s accommodation provider later removed Amelie from their transfer list and began to process a termination of Amelie’s lease.

Amelie made a complaint of disability discrimination to ADNSW.

The accommodation provider denied unlawfully discriminating against Amelie. They said they removed Amelie from their transfer request list and began to terminate Amelie’s lease because they were responding to multiple complaints from other tenants about Amelie’s alleged anti-social behaviour and her breach of the Residential Tenancy Agreement.

 

6. Bathroom modifications to fit walking frame rejected by housing provider

Seth* lives in subsidised housing. He has physical disabilities and uses a walking frame. Seth approached his housing provider to make changes to the layout of his bathroom so that he could use his walking frame inside the bathroom.

The housing provider was reluctant to make the recommended modifications that were supported by Seth’s Occupational Therapist and instead suggested that Seth move to alternative housing.

Seth had lived in the house for several years and did not want to move away from the area. He made a complaint with ADNSW of disability discrimination by his housing provider.

 

Formatting Requirements

• Word processed, 1.5 spacing, 12-point Arial or Calibri.
• Include student name, ID, unit code, and assessment title.
• Use page numbers and consistent heading levels.
• Submit as a Word or PDF document via LMS.

Academic Integrity

All submissions must be original. Plagiarism or AI-generated content without proper acknowledgement will be reported under the Academic Integrity Policy.

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End of Assessment Task 2 – COS305

 

Marking Rubric (Aligned to Learning Outcomes)
Criteria	Ratings					Pts
	High Distinction (HD)	Distinction (D)	Credit (C)	Pass (P)	Fail (F)	Weight
1.        Application of       Advocacy Frameworks	Demonstrates deep understanding and application of advocacy models and frameworks (e.g., self, systems, citizen advocacy). Integrates theoretical and ethical perspectives clearly. Demonstrates strong understanding and accurate use of advocacy frameworks with good theoretical links. Demonstrates some understanding of advocacy principles, with partial theoretical integration. Limited understanding of advocacy frameworks; minimal theoretical linkage. Lacks understanding of advocacy or applies it incorrectly.					20 pts
2.        Critical Analysis & Identification of Barriers	Insightful identification of complex issues and barriers. Demonstrates advanced critical thinking using theories and evidence. Identifies most relevant issues/barriers; analysis is clear and supported by theory. Identifies key issues but analysis lacks depth or connection to theory. Identifies basic issues but lacks justification or theoretical depth. Fails to identify relevant issues or shows poor analysis.					25     pts
3.        Recommendations & Advocacy Strategies	Provides innovative and evidence-based recommendations aligned with theories and frameworks. Prioritisation is clear and justified. Provides practical recommendations that are mostly well justified and theory-based. Provides recommendations that are partially linked to theory or lack depth. Provides simplistic or weakly justified recommendations. No or irrelevant recommendations.					25pts
4.        Structure, Organisation & Academic Writing	Professionally structured report with excellent organisation, transitions, and readability. Meets all formatting requirements. Well-structured and clearly organised report; minor issues in flow or format. Generally, well organised; some uneven flow or formatting issues. Structure is inconsistent or hard to follow; several formatting errors. Poorly organised or unclear; lacks structure and logical flow.					15 pts
5.        Research & Referencing (APA 7th Edition)	Integrates 10+ credible, recent, peer-reviewed sources. Referencing is flawless. 8–9 quality sources with minimal referencing errors. 6–7 relevant sources; some minor referencing errors. 5 acceptable sources but several referencing issues. Fewer than 5 academic sources; inconsistent or incorrect referencing.					15 pts

Total Points: 100

Introduction

Advocacy in disability contexts is not merely about representation—it is about promoting equity, human rights, and empowerment for individuals who experience systemic and attitudinal barriers. Within Australia’s legal and social frameworks, advocacy plays a vital role in ensuring that people with disabilities enjoy fair treatment, particularly in workplaces where discrimination can be subtle yet deeply damaging. This case study explores Ivan’s experience—a process worker overlooked for promotion due to his psychiatric disability—and analyses it through the lens of advocacy theories and frameworks.

Psychiatric disabilities, such as depression, bipolar disorder, or anxiety disorders, often attract social stigma and misunderstanding, influencing workplace decisions and perpetuating inequality. Ivan’s case, where an employer allegedly failed to provide reasonable accommodations during the promotion process, underscores a broader challenge faced by many individuals with psychosocial disabilities: the lack of systemic understanding and inclusive practices in employment settings.

Using advocacy frameworks such as self-advocacy, systems advocacy, and citizen advocacy, this report examines the ethical and theoretical dimensions of Ivan’s situation. The discussion integrates empowerment theory, human rights principles, and social justice frameworks to highlight how advocacy can challenge discrimination and promote inclusion. The analysis identifies key barriers—such as stigma, inadequate policy enforcement, and limited awareness of legal obligations under the Disability Discrimination Act 1992 (Cth)—that prevent individuals like Ivan from accessing equal employment opportunities.

Ultimately, this report aims to propose evidence-based and ethical recommendations for both individual and organisational advocacy interventions. These strategies will demonstrate how advocacy can be used to uphold Ivan’s rights, improve employer accountability, and foster a more inclusive workplace culture.

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Comprehensive Assessment and Fluid Management of a Dehydrated Pediatric Patient with Tonsillitis: A Case of Harry Worth

At 08.00, a nine-year-old boy called Harry Worth was admitted with 5% dehydration as a result of ongoing tonsillitis. His date of birth is 12^th January 2015. His UMRN is E435678. He weighs 37kg. His mother is incredibly worried about him and appears anxious. Harry has a respiratory rate of 36, his Sats are 98, you take a pulse, and it is 155. His blood pressure is 122/66, and his temperature is 38.1.

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He has commenced on two antibiotics and parental rehydration according to guidelines. At 9.00, you give a dose of Paracetamol and commence the IV parental fluid. The standard dosing for Paracetamol is 15mg/kg, and it comes in strawberry flavour at 24mg/ml.

Since admission, the patient has consumed a light breakfast, including toast and 100 mL of juice.

At 10.00, you give the first dose of Ceftriaxone 1.85g; the patient vomits 60mL and drinks 100 mL of water. By 10.00, he had consumed 150 grams of jelly and some crackers.

At 11.00, the patient urinates 200 mL

He eats a banana and 100 grams of ice cream for lunch at noon.  At 12.00 you give the first dose of Vancomycin 555mg as an IV infusion.

At 13.00, he drinks another 100 mL of water and vomits 60mls again.

At 14.00, he urinates 150mls.

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The next nursing shift will continue monitoring his fluid intake and output to ensure proper rehydration. Calculate his fluid balance chart and early warning score (EWS) and provide a handover to the afternoon staff, highlighting any deficits/actions.

1. Using the following formulas calculate the deficit fluid and maintenance fluid Harry requires
2. How many mL of Paracetamol would you give?
3. a) How many mL of Ceftriaxone will you need for the correct dose?
4. b) How many mL will you give Harry to ensure the medication has the correct concentration?
5. c) At what rate will you set the syringe driver to give the medication over the correct time?
6. a) How many mL of Vancomycin will you need for the correct dose?
7. b) How many mL of Vancomycin will you give Harry to ensure the medication has the correct concentration?
8. c) At what rate will you set the pump to give the medication over the correct time?
9. a) What is Harry’s EWS?
10. b) What actions will you take?
11. Please write the handover you would give the afternoon staff.

Please complete the fluid balance chart on the following page. Make sure you include all fluid input and output.

Introduction

Effective fluid management and clinical observation are vital aspects of pediatric nursing care, especially for children presenting with dehydration secondary to infection. This case study focuses on Harry Worth, a nine-year-old boy admitted with 5% dehydration due to ongoing tonsillitis. Upon admission, Harry exhibited signs of systemic distress, including a raised pulse rate of 155, elevated temperature of 38.1°C, and mild tachypnea with a respiratory rate of 36 breaths per minute. His presentation reflects a moderate physiological response to infection and dehydration, requiring careful monitoring and evidence-based intervention.

The case highlights the importance of accurate calculations in pediatric dosing, fluid replacement, and early warning scoring (EWS) to ensure safe and effective treatment. It also underscores the nurse’s role in interpreting clinical data, maintaining fluid balance, and communicating essential information during handover to ensure continuity of care.

Through this case, key nursing responsibilities are examined, including the calculation of deficit and maintenance fluids, precise medication dosing, and the assessment of Harry’s ongoing condition through the EWS system. Each intervention—from the administration of antibiotics such as Ceftriaxone and Vancomycin to the monitoring of intake and output—plays a crucial role in promoting recovery, preventing complications, and reassuring an anxious parent.

Overall, this study provides an integrated approach to pediatric care, combining clinical reasoning, pharmacological accuracy, and compassionate nursing practice to support optimal patient outcomes in a hospital setting.

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NURS-FPX4005: Assessment 4- Stakeholder Presentation

Create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.

Introduction

Knowing who to include in your project plan presentation is important. Is your plan focused on an organization, a patient population, or a community? The purpose of the project will guide identification of the population. Who are the stakeholders? Are they patients? Health and human services providers, government officials, influencers, workers whose jobs are impacted by the proposed plan? Community activists? Or affected local businesses? (Harris et al., 2023). These are all important considerations as you plan your presentation for stakeholders.

You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this activity will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.

Reference

Harris, J. L., Roussel, L. A., Dearman, C., & Thomas, P. (2023). Project planning and management: A guide for nurses and interprofessional teams (4th ed.). Jones & Bartlett Learning.

Professional Context

This assessment is an opportunity to sharpen your ability to create a professional presentation for stakeholders. By using this presentation, the stakeholders will have tools to expand on these ideas in their workplace, and to drive change and improve processes to solve an interprofessional collaboration problem.

Overview

In addition to summarizing the key points of your previous assessments, you will be providing relevant stakeholders with an overview of project specifics, including how success will be measured. Because you will not execute the project, there will be no results to complete; however, by carefully examining the ways in which your plan could be carried out and evaluated, you will experience the thinking required.

When creating your PowerPoint, keep in mind the target audience: the stakeholders at your interviewee’s organization. The overall goal is to create an educational, persuasive presentation that your interviewee could present to his or her organization.

Instructions

Please follow the Capella Guidelines for Effective PowerPoint Presentations [PPTX]. If you need technical information on using PowerPoint, refer to Capella University Library: PowerPoint Presentations.

Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you know what is needed for a distinguished score.

• Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
• Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
• Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
• Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
• Produce slides that are easy to read and error free. Detailed speaker notes are provided.
• Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.

There are various ways to structure your presentation; following is one example:

• Part 1: Organizational or Patient Issue.
  • What is the issue that you are trying to solve or improve?
  • Why should the audience care about solving it?
• Part 2: Relevance of an Interdisciplinary Team Approach.
  • Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?
  • How will it help to achieve improved outcomes or reach a goal?
• Part 3: Interdisciplinary Plan Summary.
  • What is the objective?
  • How likely is it to work?
  • What will the interdisciplinary team do?
• Part 4: Implementation and Resource Management.
  • How could the plan be implemented to ensure effective use of resources?
  • How could the plan be managed to ensure that resources were not wasted?
  • How does the plan justify the resource expenditure?
• Part 5: Evaluation.
  • What would a successful outcome of the project look like?
  • What are the criteria that could be used to measure that success?
    • How could this be used to show the degree of success?

Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization, and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide.

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Additional Requirements

• Number of slides: Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.
• Number of references: Cite a minimum of three sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old. See the Bachelor of Nursing (BSN) Program Library Guide.
• APA formatting: Make sure that in-text citations on your slides and notes pages, and your reference list are in current APA style. See the APA Module.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
  • Explain how an interdisciplinary plan could be implemented and how the human and financial resources would be managed.
• Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
  • Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
• Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
  • Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
  • Propose evidence-based criteria to evaluate the degree to which a project was successful in achieving the improvement goal.
• Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
  • Produce slides that are easy to read and error free. Detailed speaker notes are provided.
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.

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Introduction
Engaging stakeholders is a critical step in advancing organizational change and ensuring successful implementation of improvement initiatives. The effectiveness of any plan depends not only on the strength of its evidence base but also on the ability to generate buy-in from those directly impacted by its outcomes. Identifying the right stakeholders—whether they are patients, healthcare providers, administrators, or community representatives—is essential because their support, perspectives, and resources can determine whether the project succeeds (Harris et al., 2023).

This presentation builds on the interdisciplinary plan proposal developed in the previous assessment and is designed to inform and persuade stakeholders of its value. It will outline the organizational issue being addressed, explain why an interdisciplinary approach is the most effective strategy, and summarize the evidence-based plan. In addition, the presentation will highlight implementation strategies, resource management considerations, and evaluation criteria to measure success. The goal is to provide stakeholders with a clear, evidence-supported pathway for collaboration that strengthens patient care, enhances organizational outcomes, and ensures sustainable improvement.

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NURS-FPX4005: Assessment 2- Interview and Interdisciplinary Issue Identification

Create a 2-4 page report on an interview you have conducted with a health care professional colleague. You will identify an issue from the interview that could be improved with an interdisciplinary approach, and review best practices and evidence to address the issue. This is the first of three assessments that build on each other.

Introduction

As a baccalaureate-prepared nurse, your participation and leadership in intra- and interdisciplinary teams will be vital to the health outcomes for your patients and organization. One way to approach designing an improvement project, and implementing change, is to become knowledgeable about the challenges that the organization is facing. To do this, you will interview a healthcare professional. This can be a peer, a nursing colleague, administrator, or someone who could provide you with sufficient knowledge and information on a particular problem or concern within the organization.

It would be an excellent choice to complete the Plan-Do-Study-Act (PDSA) Cycle activity prior to developing the report. The activity consists of four questions that create the opportunity to check your understanding of best practices related to each stage of the PDSA cycle, which is one of a number of change models you can read about. The information gained from completing this activity will promote your success with the Interview and Interdisciplinary Issue Identification report. This will take just a few minutes of your time and is not graded.

Professional Context

By interviewing a healthcare colleague of your choice, you will begin to gather information about an interprofessional collaboration problem that your colleague is experiencing, or has experienced, in the workplace. You will identify a change theory and leadership strategies that can be applied to address this problem.

Overview

This assessment is the first of three related assessments in which you will gather interview information, design a proposal for interdisciplinary problem-solving, and report on how an interdisciplinary improvement plan could be implemented in a place of practice. At the end of the course, your interviewee will have a proposal plan that they could present to stakeholders to address an interdisciplinary problem in the workplace.

You may interview a healthcare professional such as a fellow learner, nursing colleague, administrator, business partner, or another appropriate person who could provide you with sufficient information regarding an organizational problem or an area in which the organization is seeking improvements. Consult the Interview Guide [DOCX] for an outline of how to prepare and the types of information you will need to complete this project successfully.

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Instructions

For this assessment, you will report on the information gathered during your interview. You will discuss the interview strategy that you used to collect information. Your interview strategy should be supported by citations from the literature. The goal of this assessment is to analyze the interview data and identify an issue that would benefit from an interdisciplinary solution. This could be an issue that has not been addressed by an interdisciplinary approach or one that could benefit from improvements related to the interdisciplinary approach currently in use. Additionally, you will prepare for your Interdisciplinary Plan Proposal assessment by researching change theories, leadership strategies, and collaboration approaches that could be relevant to issue you have identified. Please be certain to review the scoring guide to confirm specific required elements of this assessment. Note that there are differences between basic, proficient and distinguished criteria.

Use the Interview and Issue Identification Template [DOCX] to help you stay organized and concise. As you complete the template, make sure you use APA format for in-text citations for the evidence and best practices that are informing your plan, as well as for the reference list at the end. (Because you’re using a template, a title page is optional.)

Additionally, be sure to address the following criteria. Please study the scoring guide carefully so you know what is needed for a distinguished score.

• Summarize an interview focused on past or current issues at a healthcare organization.
• Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
• Describe change theories and a leadership strategy that could help in developing an interdisciplinary solution to an organizational issue.
• Describe collaboration approaches from the literature that could be relevant in establishing or improving an interdisciplinary team to address an organizational issue.
• Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
• Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Additional Requirements

• Length of submission: Use the provided template. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan.
• Number of references: Cite a minimum of three sources of scholarly or professional evidence to support your central ideas. Resources should be no more than 5 years old. See the Capella University Library.
• APA formatting: Make sure that in-text citations and reference list follow current APA style. See the APA Module.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
  • Summarize an interview focused on past or current issues at a health care organization.
  • Describe collaboration approaches from the literature that could be relevant in establishing or improving an interdisciplinary team to address an organizational issue.
• Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
  • Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
• Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
  • Describe change theories and a leadership strategy to develop an interdisciplinary solution to an organizational issue.
• Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
  • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

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Introduction
Nursing practice today requires more than individual expertise; it relies heavily on collaboration across disciplines to address complex healthcare challenges and improve patient and organizational outcomes. As a baccalaureate-prepared nurse, engaging in intra- and interdisciplinary teamwork is both a responsibility and a leadership opportunity. One effective way to identify areas for improvement in this context is through direct engagement with colleagues who experience challenges firsthand. Conducting interviews with healthcare professionals allows for the exploration of issues that impact care delivery and provides a foundation for developing evidence-based interdisciplinary solutions.

This report summarizes insights gained from an interview with a healthcare professional colleague, focusing on a specific organizational issue that could benefit from an interdisciplinary approach. The analysis will highlight the interview strategy used, the issue identified, and the potential for applying change theories, leadership strategies, and collaborative practices to address it. By integrating perspectives from the interview with best practices and evidence from the literature, this assessment lays the groundwork for designing an interdisciplinary improvement plan that supports both patient outcomes and organizational effectiveness.

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Assessment 2 Scaffolding Guide

Comparative Critical Review (1500 words, 35%)

Step 1: Selecting Your Articles

• Choose two peer-reviewed journal articles published within the last 10 years.
• Ensure both articles focus on social, cultural and/or political factors influencing leadership in early childhood education and care (ECEC) in Australia.
• Examples of themes:
  • Indigenous perspectives in leadership.
  • Gender and leadership roles in ECEC.
  • Policy reforms (e.g., NQF, EYLF, NQS) shaping leadership.
  • Cultural diversity and inclusive leadership.

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Tip: Check library databases (EBSCO, ERIC, ProQuest)

Step 2: Reading and Note-Taking

As you read each article, record:

• Key arguments / thesis of each author.
• Theoretical frameworks used (e.g., distributed leadership, critical pedagogy).
• Methodology (qualitative, quantitative, case study, policy analysis).
• Findings – What does the study reveal about leadership in ECEC?
• Limitations – What gaps, biases, or weaknesses exist?

Step 3: Structuring Your Review

A 1500-word comparative critical review usually includes the following:

🔹 Introduction (150–200 words)

• Introduce the topic (leadership in ECEC).
• State why social, cultural, or political factors matter for ECEC leadership.
• Introduce the two selected articles (with full references).
• Outline your purpose: to critically compare and discuss implications for leadership practice.

🔹Article Summaries (400–500 words total)

• Summarize Article 1: key arguments, methodology, findings, and significance.
• Summarize Article 2: same structure as above.
• Keep summaries concise—focus on the aspects relevant to leadership in the Australian ECEC context.

🔹 Comparative Analysis (600–650 words)

Use a thematic approach rather than discussing each article separately. Possible angles:

• Similarities:
  • Do both articles highlight the same challenges (e.g., funding inequalities, cultural responsiveness)?
  • Do they use similar theoretical perspectives?
• Differences:
  • Do they prioritise different factors (social vs. political)?
  • Do they use different methodologies leading to contrasting insights?
• Critical evaluation:
  • Which article provides stronger evidence?
  • Which one better addresses the Australian ECEC context?
  • Are there gaps (e.g., limited voices, lack of practitioner perspective)?

🔹 Implications for Practice (200–250 words)

• Reflect on what these insights mean for you as a future leader in ECEC.
• Consider practical examples:
  • Building culturally responsive leadership.
  • Navigating policy changes.
  • Advocating for equity and social justice.
• Show how the articles shape your own leadership philosophy.

🔹 Conclusion (100–150 words)

• Restate your main findings from the comparison.
• Highlight the importance of critically engaging with research.
• Conclude with a forward-looking statement (e.g., how leaders can continue to grow in awareness of social, cultural, and political factors).

Step 4: Referencing

• Use APA 7th edition for in-text citations and reference list.
• Minimum: the two selected articles.
• Stronger papers will integrate additional supporting sources (policy documents, frameworks, scholarly works).

Step 5: Writing Style Tips

• Use academic, formal tone.
• Avoid long descriptive summaries; focus on analysis and evaluation.
• Use transition words for comparison: similarly, in contrast, whereas, however, on the other hand.

Checklist Before Submission

• Have I clearly introduced both articles and their relevance?
• Have I compared the articles thematically, not just described them?
• Have I critically evaluated strengths, weaknesses, and gaps?
• Have I linked the findings to leadership practice in ECEC?
• Is my essay within the word limit (1500 ± 10%)?
• Is referencing complete and accurate?

Resource: For more examples of comparative analysis structures, see Harvard Comparative Analysis Guide [https://genedwrites.fas.harvard.edu/tfs-tas/comparative-analysis]

Introduction

Leadership in early childhood education and care (ECEC) is shaped not only by pedagogical practices but also by the broader social, cultural, and political environments in which services operate. In Australia, leadership in ECEC has become increasingly complex, influenced by factors such as cultural diversity, Indigenous perspectives, evolving gender roles, and national policy reforms, including the National Quality Framework (NQF) and the Early Years Learning Framework (EYLF). Understanding these influences is essential, as effective leadership is a key driver of equity, quality, and inclusivity in early learning contexts.

This review critically examines two recent peer-reviewed articles that investigate leadership in Australian ECEC through different lenses. The first article explores Indigenous perspectives in leadership, while the second focuses on the impact of policy reforms on leadership practice. Both contribute valuable insights into how leadership is enacted, challenged, and reshaped within the sector. The purpose of this review is to compare and contrast the arguments, methodologies, and findings of the two studies, evaluate their strengths and limitations, and discuss their implications for leadership practice in ECEC.

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