Assessment 2: Essentials of care – Rehective piece (70%)

Due   Friday by 10am Points  70 Submitting a file upload

Due: Friday 8th of May (Week 13) 10:00am (all students)

Word limit: 1500 words +/- 10% (150 words). Excludes in-text referencing.

*Please submit in word doc or docx format. Should you not have access to Microsoft Word, please contact the unit convenor prior to submission.

A pdf version of this assessment is available here: Assessment item 2 – essentials of care

 reflective piece -Student information.pdf

 The full marking rubric for this assessment is available here: A 

 rubric.docx

ssessment item 2 – Marking

 Please read the rubric above carefully as it contains the grade descriptors. The rubric below embedded into canvas lists only the criteria not the full descriptors. The latter is used for the purpose of uploading grades only.

Addresses unit learning outcomes:

1. Articulate the role assessment has in determining nursing care for individuals, families and communities.

2. Discuss the role of effective planning, delivery and evaluation of nursing care.

3. Engage at a foundational level with contemporary evidence to inform nursing practice.

4. Practice in ways that ensure care is respectful and supportive of people with diverse backgrounds.

5. Articulate the need and identify strategies for nurses to use effective communication within the healthcare team.

6. Explain how reflection supports safe and quality nursing practice.

Related graduate attributes:

UC graduates are professional:

Communicate effectively;

Display initiative and drive, and use their organisational skills to plan and manage their workload; Employ up-to-date and relevant knowledge and skills;

Take pride in their professional and personal integrity;

UC graduates are global citizens:

Adopt an informed and balanced approach across professional and international boundaries; Behave ethically and sustainably in their professional and personal lives;

Think globally about issues in their profession.

UC graduates are lifelong learners:

Adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas; Be self-aware;

Reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development.

Task:

Students are required to consider and reflect on their learning this semester relating to the assessment and communication of activities of living.

Using the following:

The Roper-Logan-Tierney Model for Nursing (Holland & Jenkins,2019);

‘Cues’ and ‘Judgements’ from The Situated Clinical Decision-Making Framework (Gillespie & Patterson 2009); and

Borton’s (1970) Model of Reflection (Smith, James, Adamson & Gentleman, 2016),

prepare a 1500-word reflective paper that outlines your personal role in providing essentials of care for future practice as a Registered Nurse.

When preparing your reflection consider and include the following:

Introduction – A brief overview of what you plan to discuss (short paragraph). Define essentials of care.

What? – Describe your experience this semester in relation to the assessment and communication of activities of living on a dependence/independence continuum and factors influencing activities of living.

So What? – What cues (data/information/things you noticed) did you identify from your experiences this semester that shaped your judgements (understanding) about your personal role in assessing and communicating essentials of care for future practice?

Now What? – What could you and/or need to do now to enable you to effectively assess and communicate essentials of care for future practice?

Conclusion – A brief summary of what you discussed (short paragraph, no new information).

We encourage you to use your journaling notes from seminars to assist you with this assessment.

Academic expectations:

All students require a cover sheet (first page of your work). Your cover sheet must include: the unit number, workshop day/time, title and your student ID number.

Your work will be blind marked. This means the teaching team are ‘blind’ to who they are marking which limits potential bias. As such, please do not put your name on your work.

Word limit for this assessment is 1500 words +/- 10% (excluding in-text referencing).

Your work requires an introduction, body and conclusion. You are welcome to use headings e.g.

What, so what, now what? within the body of your work. An introduction and conclusion do not require a heading.

You are welcome to use first person narrative (I, we etc.).

Please ensure you read and utilise the marking rubric to ensure you meet the assessment criteria. Please seek early support using the discussion forum and teaching team if you are having difficulty addressing the assessment task and marking criteria. Please factor a time allowance for this in your assessment preparations. Contact information and working hours for the teaching team are available on the canvas site in the ‘Student resources’ module.

The teaching team are happy to support you with this assessment. Please bring your specific questions to any discussions with the teaching team. As we are unable to equitably nor logistically review full drafts for the entire cohort, we will not review full drafts.

Referencing:

All resources used to prepare your work must be included in a reference list at the end of your work (separate page with heading). This includes evidence-based journal articles, standards, policies,

models, frameworks and any other resources used to in the development of your work.

For this assessment task a minimum of 8 references is required.

Sources must be current (less than 10 years old), relevant to the task and credible.

Patient information websites e.g. WebMD and BetterHealth, are not appropriate at this academic level.

Students in the Bachelor of Nursing program are required to use APA 6^th or 7^th edition for referencing.

Please ensure all statements of fact (claims/facts) have an in-text reference to support them as credible and evidence-based. This may mean that you will at times reference consecutive sentences.

Please seek assistance from the library if you require help with referencing.

Uploading your work:

Your document must not exceed 500MB for upload to Canvas.

Your document must not exceed 500MB for upload to Canvas.

Upload your full draft to ‘URKUND Student Text-Matching Checker’ in ‘Assignments’ to obtain your URKUND report.

Once you obtain your report (can take up to 48 hours), a percentage will appear next to your draft submission and on the report itself. This indicates the percentage of your work matched to other sources. You are likely to have matches within your references list as you will be using the same

referencing style and possibly the same references as other students in the cohort. This is fine, do not panic!

You need to look at the report carefully and read each match. If you have a high percentage match for sentences within your work this means that it has been heavily paraphrased or plagiarised and you will need to review your work to ensure you are using your own words. You can upload multiple versions of your work to the ‘Draft submission’.

Once you are happy with your work and URKUND report, upload your final submission to

‘Assessment item 2: Essentials of Care using Evidence – Reflective Piece’ in ‘Assignments’. When you do this is will automatically go through URKUND again. This is the report that the academic staff will review.

Uploading of work to Canvas can take some time. Please ensure you allow sufficient time to upload your assessment prior to the deadline.

Extensions and late submissions:

Please refer to the unit outline and unit resources module for information regarding extensions, late submissions and assessment requirements.

Assessment items not attempted by the deadline will be subject to marking penalties as per the university a ssessment policy. Please note that student must attempt all assessment items and gain an aggregate mark of 50% or more to pass this unit.

*A new extension form has been developed in light of COVID-19 that allows you to apply without a medical certificate or statutory declaration. You will find a copy of the new form in the Student Resources module. Please email extension requests for this unit directly to

 kasia.bail@canberra.edu.au (mailto:kasia.bail@canberra.edu.au) 

Supportive Resources:

*Videos to support your reflection are available in the ‘Assessment 2 Resources‘ module.

American Psychological Association (2017). Publication Manual of the American Psychological Association (6^th ed.). Washington, DC: AMA

Australian Nursing and Midwifery Council (2016). Registered Nurse Standards for Practice. Dickson, A.C.T.: ANMC

Gillespie, M. & Paterson, B. (2009) Helping novice nurses make effective clinical decisions: The situated clinical decision-making framework. Nursing Education Perspectives. 30 (3): 164-170. – This is where you will find a description of ‘Cues’ and ‘Judgements’. – available in reading list

Holland, K. & Jenkins, J. (Eds.). (2019). Applying the Roper, Logan, Tierney Model in

Practice (3^rd ed.). Sydney, N.S.W.: Elsevier. – This is where you will find the Model of Nursing

Smith, S., James, A., Brogan, A., Adamson, E. & Gentleman, M. (2016). Reflections about experiences of compassionate care from award winning undergraduate nurses – What, so what… now what? Journal of Compassionate Health Care. 3 (6): 1-11. – This is where you will find an overview of Borton’s (1970) Model of Reflection (What, So What, Now What?) – available in

reading list