WRITING IT RIGHT

Some points regarding writing critically and writing well at Level 8 in light of your assignment
Anna-Marie Greaney – Nov 2022 – Safety, Quality, Accountability
*Supporting resources are available on Canvas within Writing and Assignment Workshop Folder

1. STARTING TO WRITE – KEY STEPS – WHAT IS YOUR TASK?
➢ What style/level of writing is required?
Academic writing at a critical level – QQI Level 8. See Level 8 marking criteria within Dept of Nursing
(Canvas) See additional Detail in part 2 of this handout WRITING BETTER
➢ What end-product is required?
Be mindful of word count from the outset! 2,000 words
Refer to Assignment brief/instructions and module learning outcomes on module outline
Learning Outcomes:
▪ Critically analyse the moral, legal and professional responsibility and accountability for the
promotion and protection of patient safety and improved outcomes in healthcare
▪ Analyse the human and system factors that affect patient safety in healthcare
▪ Have a comprehensive understanding and knowledge of risk analysis /assessment in healthcare
▪ Evaluate and critique current practice in interprofessional teamwork and communication in light of
patient satisfaction, safety and regulatory standards
▪ Examine the legal, ethical, professional and regulatory frameworks that inform quality and safety
in healthcare.
▪ Critically explore current evidence with regard to best practice in quality assurance mechanisms,
standards setting and audit.
▪ Examine the role of positive risk assessment in balancing patient safety and quality of life concerns
▪ Demonstrate professional and academic scholarship at graduate level through integration with
teaching, learning and assessment strategies.

Brief: Individual Assignment Major essay on a published inspection report from a regulatory authority
relative to your discipline (MHC/HIQA). (2000 words)
Students are required to;
▪ Select a one-time inspection report within the last 5 years from their discipline.
▪ Summarise the inspection report initially
▪ Critically examine the associated safety, quality and accountability issues.
▪ Demonstrate appreciation of the associated legal, ethical and professional dimensions.
▪ Conclude with an action plan in relation to one aspect of care delivery.
▪ Integrate relevant literature 90%
Assignments are graded in accordance with overall Nursing Registration Programmes, BSc (Hons) in
General Nursing BSc (Hons) in Mental Health Nursing marking grid and module learning outcomes.
➢ Re-read brief!
Be clear on what is asked and underline key words
➢ Note Essential Requirements:
Assignment must be submitted as per the Criteria for Submission of Written Work (Department of Nursing
and Healthcare Sciences) and MTU Referencing Guidelines – Review referencing guidelines on Canvas –
don’t needlessly loose marks for poor referencing
Submission date: Extended to Tuesday 20th December 2022 at 12 midday via Canvas/Ouriginal
➢ Can’t make submission date?
Contact lecturers ‘in advance’! Assignments submitted after the due date can be subjected to penalties, and
non-submissions considered a fail grade, unless you have communicated with the module team in advance.
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AMG – 2022
If you have any queries, or are experiencing any difficulties with completing assignments, please contact
us. Extension requests will be considered in light of student circumstances on dedicated extension request
form. See – A5.4b Policy and Procedure for the Request for an Extension of an Assignment Submission
Deadline & Penalties for Late Submission https://www.ittralee.ie/en/InformationAbout/QualityAssurance/
➢ Deciding the focus:
Take time to select the report from either MHC/HIQA over last 5 years – one in your discipline that raises a
number of issues regarding safety, quality, accountability. A ‘meatier’ report works best. Issues that
resonate with you are always a good starting point! Remember you can discuss compliance as well as non-
compliance issues
➢ Searching the literature: http://www.ittralee.ie/en/Library/
See list of resources supplied on module outline, during individual lectures and via Canvas. Refer to
library databases to search in relation to core aspects of safety, quality, accountability you are exploring.
Quality and source of the literature is important! Peer review journal articles, evidence-based literature,
published texts and published reports are preferable.
➢ Refining the assignment focus:
Identify an essay plan and core topics to be explored – writing within sections/subheadings may help but is
not a requirement…
Mind Maps can help to keep on task – Develop as you read though the report and associated literature.
Guidance provided essentially gives you the key points:
Introduction: Summarise the inspection report initially. (Detail the setting and major non-compliance
areas. Include a link to the report to enable the reader to verify – can occur within the assignment or as an
Appendix. Focus your reader to main points you will discuss – this can include areas of compliance also.)
Main Body: Critically discuss the safety, quality and accountability issues raised in the report
incorporating a legal, ethical and professional standpoint with links to relevant literature. You can base
discussion on areas of compliance or non-compliance but you may find more depth of discussion in non-
compliant findings. Be explicit regarding the nursing perspective. (Consider issues discussed in module –
YOU WILL NOT BE ABLE TO INCORPORATE EVERYTHING; e.g maintaining quality, clinical audit, risk
assessment, patient safety, interprofessional working, documentation and incident reporting, professional
regulation, ethical and legal basis of patient safety and quality care, reporting unsafe practice and system
failures, human rights approach to care, assisted decision-making, open disclosure, GDPR)
Conclusion: Close assignment with an action plan in relation to one aspect of care (This could include
discussion on best-practice on the issues identified and the type of change required. A detailed action plan
is not required.)
➢ Finding it difficult? Review resources, E-mail lecturers. Engage with student services –
https://www.ittralee.ie/en/InformationFor/CurrentStudents/StudentLife/StudentSupportServices/
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AMG – 2022
2. WRITING BETTER – Academic Writing Revisited
➢ Writing critically:
Making the link between critical appraisal, thinking and analysis (See Whiffin and Hasselder 2013). See
article on Canvas and key points regarding
o Components of critical thinking
o The difference between descriptive and critical analytical
o Words that can be used to develop critical debate
➢ Write in plain English!
See NALA Guidance – National Adult Literacy Agency
http://www.simplyput.ie/plain-english-writing-tips
➢ Revising drafts:
We can often correct our own work after a period of time away from it. Using some of the writing tips in this
guide consider your own writing. Writing is learned skill which can be continuously developed!
➢ Writing for brevity and clarity:
Sometimes we use too many words to express what could be said much more simply. Consider the piece of
writing from a mortgage company below. Re-write the piece in at least twenty less words.
Arrears at present subsist on your mortgage account in the sum of €1,032, with a further payment becoming due on
the 11th April. In view of the account being a mortgage account, we are not in a position to stop interest being
debited each month and in order to prevent the account situation from deteriorating, it is necessary that payments are
received each month which represent the interest debit. At present this amount is €240.42 and therefore it is regretted
your offer to make payments in the sum of 80 a month is not sufficient. (95 words) (See below)
(Adapted from Cutts 2009)
➢ Avoiding common stylistic/grammatical/punctuation mistakes
o Long dense sentences – See Hemmingway App -https://hemingwayapp.com/
o Use of apostrophes
o Use of colons/semi-colons
o Use of active versus passive voice – https://www.youtube.com/watch?v=W1_IRU6zx9g
o Use of correct words – principle v principal / discreet v discrete / desserts v deserts
For further guidance re style see: https://www.bartleby.com/141/strunk5.html#11 William Strunk, Jr. (1869–1946).
The Elements of Style. 1918
Set grammar check on WORD
See Oxford Grammar Online – https://elt.oup.com/student/practicegrammar/?cc=gb&selLanguage=en
➢ Attention to referencing/avoiding plagiarism
o Refer to Institute policy on referencing; Guide to Citations, Referencing and Avoiding Plagiarism
(QA 5.25a) and the Anti-plagiarism Policy and Procedures (QA 5.2). All policies are available
online at http://www.ittralee.ie/en/InformationAbout/QualityAssurance
o The library website contains some useful resources including information regarding the Angela
Ruskin Referencing Style. Please note, it is important that your work is supported with reputable
sources which include peer reviewed journals and published texts
o See Library resources re Anglia Ruskin Referencing Style
o Submit to Canvas/Ouriginal early to self-assess similarity scores – you can resubmit!
➢ Proofreading, Proofreading and Proofreading
Re-read not just for content but clarity, meaning and brevity of expression.
➢ Using critical readers
Somebody who is not necessarily familiar with the content you are writing about makes a good critical
reader. They can read your work to see if it makes sense;
o Is there a beginning, middle and end?
o Does one point leads on from the other?
o Are any key terms defined?
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AMG – 2022
Earlier exercise in ‘writing tightly’ from adapted from Cutts (2009 p.49)
This is how the authors re-write it in almost forty less words . . . The arrears on your mortgage account are €1,032
and a further payment is due on 11 April. Regrettably we cannot stop interest being charged. Therefore, to prevent
the arrears growing, you will need to pay the interest charge each month. At present this is €240, so we regret that
your offer to pay 80 euro per month is not sufficient. (59 words)
Principal resource for this guide:
Cutts M. (2009) Oxford Guide to Plain English. London: Oxford University Press