Assessment Criteria:

It will be marked according to the Level 5 University marking grid.

This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes:

LO1	Demonstrate a contextual understanding of the knowledge and skills required to provide general ,care for people and their families in diverse situations.
LO 2	Demonstrate a critical understanding of the ways of working that teams and individual colleagues employ to promote anti-discriminatory practice, the assessment and management of risk or safeguarding individuals and the public.
LO 3	Provide evaluative evidence of the application of knowledge in an alternative field of practice.

 

Using Driscoll’s (2007) reflective model, you will demonstrate critical understanding of an area of, practice (Anti-Discriminatory Practice OR Risk OR Safeguarding). This reflection must start by ,considering an alternative area of nursing and end by contextualising the discussion into the student’s own field of nursing.

The reflection should include:

• Title: Develop a title – reflecting the scenario, which alternate area of nursing, the area of practice and your own field of nursing.

• Briefly rationalize the relevance of reflection within healthcare, then follow the stages of Driscoll’s (2007) model of reflection.
• Marks will be deducted on Presentation and Knowledge and Understanding if another reflective model other than Driscoll’s (2007) model of reflection is applied in this assignment.
• The overall structure of this assessment should consist of Introduction, Main Body and Conclusion. NB No sub-headings/ sub-titles within the body of work!

NB Remember you need to apply the lessons learnt to your own field of nursing.

• You must declare your own field of nursing and select an alternate area of nursing.

Student’s own field	Alternate area of nursing
Adult	Child, Learning Disability, Mental Health or Older Adult.

 

 

How your work will be assessed

Your work will be assessed on the extent to which it demonstrates your achievement of the stated learning outcomes for this assignment (see above) and against other key criteria, as defined in the University’s institutional grading descriptors. If it is appropriate to the format of your assignment and your subject area, a proportion of your marks will also depend upon your use of academic referencing conventions.

 

This assignment will be marked according to the grading descriptors for Level 5.

 

	A (85-100%)                      (70%-84%)		B (60-69%)
Criterion	>12.7	12.6-10.5	9-10.4
Presentation   15	Demonstrates exceptional academic writing style for this level of work	Grammar and spelling accurate Thoughts and ideas clearly expressed Fluent academic writing style Within the word limit Work displays a professional approach Word count declared	Minimal errors in grammar and spelling accurate Thoughts and ideas clearly expressed Fluent academic writing style Within the word limit Work displays a professional approach Word count declared
	>12.7	12.6-10.5	9-10.4
Referencing   15	Draws predominantly on primary sources of evidence	Harvard System used consistently and accurately Wide range and sizeable amount of reading from a variety of academic sources Accurate and comprehensive reference list supplied	Harvard System used consistently and accurately Good range and amount of reading from a reasonable variety of academic sources Accurate and comprehensive reference list supplied
	>21.2	17.5-21.1	15-17.3
Knowledge and understanding   25	Demonstrates a full grasp of the contextual nature of knowledge relevant to the topic.	Demonstrates extensive and relevant exploration of the topic Identifies and demonstrates understanding of all key issues and discusses these in depth Safe practice maintained throughout	Demonstrates a fairly extensive and relevant exploration of the topic Identifies and demonstrates understanding of most of the key issues and discusses these in some depth Safe practice maintained throughout

 

Version 6: 5.10.10 Level 5	A (85-100%)                        (70%-84%)		B (60-69%)
Criterion	>17	14-16.9	12-13.9
Integrating academic learning and  practice   20	Resourceful and imaginative ability to integrate academic learning into practice.	All relevant implications for practice are clearly identified and explained Demonstrates effective integration of academic learning with issues from  practice Confidentiality is maintained.	Relevant implications for practice are clearly identified and explained Demonstrates effective integration of academic learning with issues from  practice Confidentiality is maintained.
	>17	14-16.9	12-13.9
Analysis   20	Work shows evidence of a mature and independent analytical approach.	Understanding of theory, principles and research evidence is used very effectively to analyse issues and problems Demonstrates a sustained analytical approach	Understanding of theory, principles and research evidence is used effectively to analyse issues and problems An analytical approach is reasonably well maintained
	>4.3	3.5-4.2	3-3.4
Synthesis and evaluation   5	Evaluates data to develop a strongly reasoned and articulated argument.	Demonstrates some creativity in building a reasoned argument to reach a logical conclusion	Demonstrates the ability to build a reasoned argument to reach a logical conclusion

 

 

 

 

Assessment Requirements

In compliance with the principles listed above students must:

1. Remove names and addresses, identification numbers and any other form of identification from their work that could lead to the identification of an individual in their care. (Do not use labels, TippexTM or black markers, students must recopy if used or cut out any identifying data).
2. Exclude the name of the organization, except where students must produce a portfolio to evidence practice or a work-based learning contract in which staff and organization names must be identified. An organization might be a local authority, NHS trust, statutory or voluntary agency, hospital, clinic, school, day- centre or residential unit. However, in academic assignments, detailed descriptions of the workplace, personal or family backgrounds or any specific data that could lead to the identification of workplace, service-users, carers or staff members must be omitted
3. Exclude the name of the organization on documents or information produced for use by the organization, unless these are published and available in the public domain.
4. Replace actual names with pseudonyms when writing about a particular person or place and state as early as possible in the assignment that the name(s) used is/are fictitious.
5. Please note the following:

Unless a declaration is made within work submitted for assessment that a pseudonym has been used for a patient/client/service-user/learner, markers will assume that confidentiality has been breached and will award a zero percentage mark. Markers will not seek to verify confidentiality on the student’s behalf.

6. Ensure that personal data, including hospital numbers, case numbers, names and addresses are not stored in electronic files or paper copies of their work.
7. Ensure that they do NOT remove organizational personal or medical records from the workplace without following organizations’ procedures.
8. Obtain consent from the patient/client/service-user/learner and a senior member of staff or practice assessor/verifier to copy data from their records (e.g. treatment records or care plans) for use in course assignments, paying due regard to confidentiality by removing names, addresses database numbers and any other form of identification from copies of records.

Students must not submit for publication work that includes confidential information. However, students may submit material for ‘end point’, publication where subjects cannot be recognised.

 

The content of this module is linked to your practice experiences and the NMC Code (2018):

• Professional Values
• Communication and Interpersonal skills (DH, NHS 2012)
• Nursing practice and decision making
• Leadership management and team working
• Practice insight is provided [ through (external) speakers + you] to ensure the students gain experience/insight.
• This is a reflective piece therefore ‘I’ is expected
• Using Driscoll’s (2007) reflective model you will demonstrate critical understanding of an area of practice (Anti-Discriminatory Practice OR Risk OR Safeguarding).
• This reflection must start by considering an alternative area of nursing and include contextualising the discussion into the student’s own field of nursing.
• Apply Driscoll’s (2007) reflective model, give a brief overview of its structure and a brief justification of the importance of reflection, then follow the stages of the model.
• You must declare your own field of nursing and select an alternate area of nursing.
• B. Remember you need to apply the lessons learnt to your own field of nursing!

 

WHAT (returning to the situation)

(using Driscoll’s model)

WHAT
(returning to the situation)
1. is the purpose of returning to this situation? 2. exactly occurred in your words?
3. did you see? did you do?
4. was your reaction?
5. did other people do? eg. colleague, patient,

visitor?

6. do you see as key aspects of this situation? What do you need to learn from this experience?

SO WHAT (understanding the context)

What were your feelings about the event?

How did you feel at the time?
Looking back, do you feel the same about it now?

What went well?

What do you think were the strengths of your practice? How might you build on this to improve in the future?

What didn’t go well?

Were there any aspects that you weren’t happy with? Why?
What do you think the consequences of alternative actions would have been?

How does this link to your professional practice?

What is the relevance of this experience in terms of your practice? How has this experience developed you as a professional?

What would you do differently in the future?

Would you behave differently in a similar event in the future? If so, how and why? If not, why not?

NOW WHAT (modifying future outcomes)

Now what are the implications for you, your colleagues, the patient etc.?

Now what might you do differently if faced with a similar situation again?

Now what information do you need to face a similar situation again?

Now what are your best ways of getting further information about the situation should it arise again?

Conclusion

1. Provide a summary of the issues explored
   2. Remind the reader of the purpose of the essay
2. Suggest an appropriate course of action in relation to the needs identified in the body of the essay.

Key tips

• Draw on specific instances of the events and describe these in detail.
• Usually, you’ll be writing about challenges or difficulties that you faced when completing your work. Consider how these came about, how you dealt with them, and what you might do differently next time.
• Connect the events of this experience with other knowledge you have learnt throughout your courses or your degree. Use academic theories or knowledge to explain, analyse and contextualise the causes and the development of those events.
• Provide general overviews of your overall experience and describe if it has been a successful or fruitful learning experiences, or if it has been a challenging or demanding one.
• Suggest ways to improve what you have learnt and how you have enhanced your ability to deal with the situations or issues as a result of the experience