NURS8824: Introduction to Working with Infants, Children and Families Assessment 3
Nursing
1st Jun 2026
2
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Task |
Essay discussing and applying principles of attachment theory to a case study. |
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Task type |
Essay |
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Length |
1500 words (+/- 10%) |
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Links with Topic Learning Outcomes |
TLO2: Relate the principles of attachment and the impact of attachment relationships to health outcomes TLO3: Relate a range of developmental theories and principles to growth and development TLO4: Develop effective strategies for communicating with and engaging infants, children and their families |
The aim of this assignment is for you to demonstrate your knowledge and understanding of attachment theory, the impact it has on child development and how we as nurses (no matter our field) can support and optimise the attachment relationship between a child and their parent/caregivers.
You will be demonstrating your understanding of attachment by applying your knowledge to one of the following scenarios. Choose a scenario, then refer to the guidelines below.
Scenario 1: Marlee and Kye
You are a child and family health nurse meeting Marlee, a 16-year-old Aboriginal mother, and her 3-month-old son, Kye, during a clinic appointment in an urban health center. Marlee recently relocated from her remote community to the city so she could access housing and health services. She feels disconnected from her family and cultural supports, who remain in her home community. Marlee reports feeling lonely and overwhelmed by the fast-paced city environment. She worries that Kye is unsettled and cries frequently, and she misses the traditional practices her grandmother taught her, such as baby-wearing and co-sleeping. Marlee feels judged when she tries to explain these practices to health professionals and fears that her parenting will be seen as “wrong.” She is unsure how to balance cultural traditions with advice from mainstream services and is hesitant to attend mothers’ groups because she feels out of place. Marlee also has difficulty accessing private transport due to not having a car or drivers license.
• Guided by your knowledge of attachment theory and the marking rubric, consider how you will respond within your role as a child and family health nurse (or other nursing role, if applicable).
Scenario 2: Tom and Ava
You are conducting a home visit for Tom, a 40-year-old single father, and his 6-month-old daughter, Ava. Tom’s partner left shortly after Ava’s birth, and Tom has limited family support as his parents and older brother live interstate. Tom reports strong relationships with his work colleagues, although none of them have young children. Tom expresses feeling overwhelmed and unsure about how to interpret Ava’s cues. Tom worries he is “not maternal enough” and fears Ava will not develop a strong bond with him. He has been relying heavily on online parenting advice but finds conflicting information confusing. Tom admits he sometimes avoids interacting with Ava because he feels inadequate.
• Guided by your knowledge of attachment theory and the marking rubric, consider how you will respond within your role as a child and family health nurse (or other nursing role, if applicable).
Scenario 3: Aisha and Layla
You meet Aisha, a 24-year-old mother, and her 2-year-old daughter, Layla, during a routine developmental check. Aisha and her family recently fled conflict overseas and are living in temporary accommodation. Aisha reports Layla has become clingy and fearful, especially around strangers, and cries when separated from her mother. Aisha feels exhausted and struggles to manage Layla’s distress while coping with her own trauma and uncertainty about the future. She worries Layla’s behavior is “not normal” and fears being judged as a parent.
• Guided by your knowledge of attachment theory and the marking rubric, consider how you will respond within your role as a child and family health nurse (or other nursing role, if applicable).
Guidelines for the written assignment
Content
You will need to address the following aspects in your assignment (refer to marking rubric):
• discuss the theories of attachment
• explain the attachment relationships in the scenario using the theories of attachment
• explore the influences in the scenario and discuss how they might impact the attachment relationship in that scenario
• discuss strategies that could promote the attachment relationship in the scenario.
Essay Assignment Formatting Guide CFHN.pdf
Assignment writing support
Please refer to resources provided by the Student Learning Support Service (SLSS) for support with assignment preparation and writing, including for feedback on drafts via the Studiosity service.
Consequences for Late submission
5% reduction in grade per 24 hour period (or part thereof).
Use of Artificial Intelligence (AI): AI Assisted Editing is permitted
The following statement outlines the expectations in relation to the use of Artificial Intelligence in this topic.
• Students are permitted to use AI to edit their work and make improvements to the clarity and quality of their work.
• AI can be used, but original work with no AI content and AI prompts and responses must be provided in appendix (not assessed).
• Students must acknowledge how they used AI in their final submission.
Please refer to Using AI tools for study to learn how to use AI ethically and responsibly.
Any use of artificial intelligence in assessments must be acknowledged at the bottom of your reference list outlining what AI was used and how, as per APA 7th Guidelines.
Flinders University recommends use of Copilot (Microsoft 365) which is secure and available free to students.
Example acknowledgements for your reference list:
• Copilot (Microsoft 365) was used in this assignment to brainstorm ideas and understand concepts using the following prompt “Why does chronic kidney disease cause bruises?”
• Grammarly was used in this assessment to improve grammar and spell-checking, expand vocabulary, and provide suggestions for sentence structure.
For more information on the use of Artificial Intelligence in your study please see the Library’s Using AI tools for study or the SLSS’s USING GENERATIVE AI
The Student Learning Support Service can also assist you to improve your academic writing and use of evidence. https://students.flinders.edu.au/support/slss
Assessment Rubric
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Marking Criteria and % allocation |
Ratings |
Points |
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This criterion is linked to a learning outcome: Introduction |
5 to >4.5 Pts Exemplary (HD) Purpose comprehensively stated and described. Comprehensive outline of all key points to be discussed. Succinctly outlines essay structure. All key terms clearly and concisely defined. 4.5 to >3.5 Pts Accomplished (D) Purpose comprehensively stated and described. Comprehensive outline of all key points to be discussed. Succinctly outlines essay structure. Key terms clearly defined. 3.5 to >3.0 Pts Developing (C) Purpose of paper clearly stated and adequately described. Outlines most key points to be discussed. The introductory paragraph clearly outlines the essay structure. Key terms clearly defined. 3 to >2.4 Pts Beginning Purpose of paper stated. Some indication of key points to be discussed. Some outline of essay structure. Most key terms are defined, but some are missing. 2.4 to >0 Pts Criteria not met (F) Inadequate/absent purpose of paper. Unclear/absent outline of key points to be discussed. Unclear/absent outline of essay structure. Key terms are not identified/clearly defined. No introduction provided |
5 pts |
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This criterion is linked to a learning outcome: Attachment theories and principles |
40 to >33.5 Pts Exemplary (HD) Detailed & insightful discussion & application of theories and principles of attachment. Detailed & insightful explanation of the attachment relationship in the scenario using of theories and principles of attachment. Detailed and insightful exploration of influences that may impact the attachment relationship in the scenario. 33.5 to >29.5 Pts Accomplished (D) Good discussion and application of theories and principles of attachment. Good explanation of the attachment relationship in the scenario using of theories and principles of attachment. Good exploration of influences that may impact the attachment relationship in the scenario. 29.5 to >25.5 Pts Developing (C) Adequate discussion and application of theories and principles of attachment. Adequate explanation of the attachment relationship in the scenario using theories and principles of attachment. Adequate exploration of influences that impact the attachment relationship in the scenario. 25.5 to >19.5 Pts Beginning Adequate discussion of some theories and principles of attachment. Partial explanation of the attachment relationship in the scenario using theories and principles of attachment. Partial exploration of influences that may impact the attachment relationship in the scenario. 19.5 to >0 Pts Criteria not met (F) Theories and/or principles of attachment not/not adequately discussed. No/inadequate explanation of the attachment relationship in the scenario using theories and principles of attachment. Influences that may impact the attachment relationship in the scenario not/not adequately explored |
40 pts |
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This criterion is linked to a learning outcome: Strategies to support the attachment relationship |
30 to >25.5 Pts Exemplary (HD) Strategies to promote attachment in the scenario discussed with detailed knowledge and insight. 25.5 to >22.5 Pts Accomplished (D) Strategies to promote attachment in the scenario discussed with good knowledge and insight. 22.5 to >19.0 Pts Developing (C) Strategies to promote attachment in the scenario were discussed with adequate knowledge. 19 to >14.5 Pts Beginning Strategies to promote attachment in the scenario were discussed with some knowledge. 14.5 to >0 Pts Criteria not met (F) Strategies to promote attachment relationship in the scenario not/not adequately discussed. |
30 pts |
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This criterion is linked to a learning outcome: Conclusion |
5 to >4.5 Pts Exemplary (HD) Conclusion provides comprehensive and concise summary of all key points. Conclusion does not introduce new ideas, discussion points or references. 4.5 to >3.5 Pts Accomplished (D) Conclusion provides concise summary of all key points. Conclusion does not introduce new ideas, discussion points or references. 3.5 to >3.0 Pts Developing (C) Conclusion provides clear summary of most key points. Conclusion does not introduce new ideas, discussion points or references. 3 to >2.4 Pts Beginning Conclusion provides a summary of some key points. Conclusion does not introduce new ideas, discussion points or references. 2.4 to >0 Pts Criteria not met (F) Conclusion provides little/no summary of key points. Conclusion introduces new ideas, discussion points or references. No conclusion. |
5 pts |
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This criterion is linked to a learning outcome: Academic writing, presentation & style |
10 to >8.4 Pts Exemplary (HD) Formal, academic language & style is well observed throughout. Paragraphs and sentences consistently very well- structured and always convey intended meaning. All spelling, grammar and punctuation correct. Prescribed word length met (+/- 10%). 8.4 to >7.4 Pts Accomplished (D) Formal, academic language & style is well observed. Paragraphs and sentences consistently well- structured to convey intended meaning. Almost no incorrect spelling, grammar and/or punctuation. Prescribed word length met (+/- 10%). 7.4 to >6.4 Pts Developing (C) Formal, academic language & style mostly observed. Paragraphs and sentences mostly well- structured to convey intended meaning. Some incorrect spelling, grammar and/or punctuation. Prescribed word length met (+/- 10%). 6.4 to >4.9 Pts Beginning Formal, academic language & style adequately observed. Paragraphs and sentences adequately structured to convey intended meaning. Frequent spelling, grammar and/or punctuation errors. Prescribed word length met (+/- 10%). 4.9 to >0 Pts Criteria not met (F) Formal, academic language & style not adequately observed. Paragraphs and/or sentences not consistently well- structured to convey intended meaning. Incorrect spelling, grammar and/or punctuation throughout the essay. Prescribed word length not met (+/- 10%). |
10 pts |
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This criterion is linked to a learning outcome:Referencing |
10 to >8.4 Pts Exemplary (HD) Comprehensive and correct use of APA 7th edition for reference list and in-text referencing. No errors/omissions. Extensive range of credible, rigorous and relevant literature/resources to support discussions. Advanced comprehension and interpretation of reference materials. 8.4 to >7.4 Pts Accomplished (D) Correct use of APA 7th edition for reference list and in-text referencing. Minimal errors/omissions. Wide range of credible, rigorous and relevant literature/resources to support discussions. Correct comprehension and interpretation of reference materials. 7.4 to >6.4 Pts Developing (C) Mostly consistent use of APA 7th edition for reference list. In-text referencing with some errors/omissions. Good range of credible, rigorous and relevant literature and resources to support discussions. Mostly correct comprehension and application of reference materials. 6.4 to >4.9 Pts Beginning Adequate use of APA 7th edition for reference list. In-text referencing has many errors/omissions. Adequate range of credible, rigorous and relevant literature and resources to support discussions. Adequate comprehension and application of reference materials 4.9 to >0 Pts Criteria not met (F) Inadequate/no use of APA 7th edition for reference list. In-text referencing has consistent errors/omissions. Lack of/no credible, rigorous and relevant literature and resources to support discussions. Lack of correct comprehension and frequent misinterpretation of reference materials.
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10 pts |