NRSG139 Integrating Practice 1 Assessment Task 2: Reflection Template LO1 explain the difference between critical thinking, clinical reasoning, and clinical judgement LO4 reflect on their learning...

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NRSG139 Integrating Practice 1 Assessment Task 2: Reflection Template

LO1 explain the difference between critical thinking, clinical reasoning, and
clinical judgement
LO4 reflect on their learning within a professional portfolio to evaluate
effective learning and self-care strategies for themselves and others;
(GA4, GA10)

Part A: In your own words provide a definition for the following terms XXXXXXXXXX
• Critical Thinking
• Clinical Reasoning
• Clinical Judgement

This section needs you to paraphrase your understanding of the above terms.
Please remember to reference or cite where you have gotten the information to
inform your definition.

Part B: Follow this structure of the Gi
’s reflective cycle in constructing your

Apply the Gi
s’ Reflective Cycle to reflect on your experience of learning
therapeutic communication skills to use during a health assessment (950 words).
Organise your discussion using the following headings:

Description - Therapeutic communication is introduced (defined), and a description
of learning therapeutic communication is provided (50 words)

• Concisely describe details of the event you are reflecting on:
• Introduce/define therapeutic communication (if defining, please
emember to reference where you obtained your definition)
• When and where did the learning occur?
• Why were you there?
• Who else was there?

Feelings - Describe your initial thoughts/feelings about learning and practicing
therapeutic communication (50 words)
• What were you thinking/feeling prior to the experience?
• What were you thinking/feeling during the experience?
• What were your thoughts during the experience?
• How do you feel now, looking back on the experience (was it useful for

Evaluation XXXXXXXXXXwords) An evaluation of the experience of learning
therapeutic communication is provided. The positive and challenging aspects of
learning the skill are provided

• Describe both positive (what went well) and negative (what didn’t go
well) aspects of the experience
• Be objective and evaluate what worked and what didn’t.
• Include the “because” - it was positive or negative because.....then
expand to explain the reasons. Relate this section to how you were feeling
and why.

Analysis XXXXXXXXXXwords) A referenced discussion of why therapeutic
communication is important in nursing is provided

• Why did things go well?
• Why did things not go so well?
• What knowledge can you gain from the healthcare literature (e.g. peer
eviewed literature and/or journal articles) to help you to understand the
importance of learning and developing this skill?
• In this section you should be showing your understanding from the
experience using literature evidence. This section should link to your

Conclusion XXXXXXXXXXwords) A conclusion is provided that summarises what may
have been done differently and what learning about therapeutic communication has
een gained from this reflection.

• Your summary of the whole experience: What did you learn from this
• How could you have made the experience better (for yourself or
• What skills can you develop to help you improve your future practice?

Action Plan XXXXXXXXXXwords) Discuss strategies that could be implemented for your
future professional development regarding therapeutic communication.

• How will you be able to develop the skills required?
• What will you do differently in any future similar situations? You could
look at areas such as plans for improving your therapeutic communication,
esearching different techniques, plans for implementing in first clinical
placement etc.

Please remember to use APA 7 Referencing and use the AT2 formatting instructions
to assist with the formatting of your document. A minimum of two (2) references is
equired for this assessment. We encourage you to use more than 2 if needed to
help develop your PART A and analysis discussion.

Any questions should be direct to the national discussion forum in the
communication and support tab of the NRSG139 LEO site so all students can benefit
from the answers you will receive. Please don’t forget The Academic Skills Unit is a
esource available for you!

Happy writing!

NRSG139: Integrating Practice 1 – Assessment in Health 2022
NRSG139 _ Assessment 2 – Reflection _ © Australian Catholic University 2022 _ Page 1 of 2
Assessment Title: Assessment Task 2: Written Reflection
This assessment will support the student to effectively reflect on their learning
experience of learning therapeutic communication Skills using Gi
s Reflective Cycle.
Due Date: Semester Week 7, Thursday 14th April 2022
Time Due 0900 hours (9am)
Weighting 35%
Length 1050 words +/- 10% (includes intext citations, excludes reference list)
Assessment Ru
ic Criterion-based. Refer to unit outline Appendix B
LOs Assessed LO1, LO4
the health
1) The purpose of this assignment is to enable students to demonstrate beginning
skills in critical thinking, clinical reasoning, clinical judgment, and reflective
practice. Nurses need to develop their practice through reflection on
experiences, knowledge, actions, feelings and beliefs to identify how these
influence and impact their practice. The second assessment task provides the
opportunity to reflect on the learning and application of one of the health
assessment skills practiced in the unit.
2) The reflection template for the task (provided separately to this document) will
guide students to complete the Gi
’s Reflective Cycle appropriately and will
support the student to meet learning outcome. Follow the template provided on
the Assessment tile in LEO to ensure that you provide the relevant information
under each of the reflective cycle section.
Target Audience Academic
Submission: via Turnitin drop box on LEO Assessment tile
File format .doc or .docx (not .pdf files)
Margins 2.54cm, all sides
Font and size 11-point Cali
i or Arial
Spacing Double spacing
Paragraph Aligned to left margin, indent first line of each paragraph 1.27cm
Title Page Not to be used
Level 1 Heading Centered, bold, capitalize each word (14-point Cali
i or Arial) e.g. title of pape
Level 2 Headings Flush left, bold, capitalize each word (12-point Cali
i or Arial) e.g. Reflective cycle
No introduction/conclusion to be used as incorporated into the Gi
s’ Reflective
Direct quotes Always require page number. No more than 10% of WC in direct quotes
NRSG139: Integrating Practice 1 – Assessment in Health 2022
NRSG139 _ Assessment 2 – Reflection _ © Australian Catholic University 2022 _ Page 2 of 2
Header Page number top right corner (9 point Cali
i or Arial)
Footer Name _ Student Number_ Assessment _ Unit _ Year (9 point Cali
i or Arial)
Referencing Style APA 7th
Minimum References
Required only for 1) Part A and 2) the Analysis heading of the Gi
s’ Cycle. A
minimum of 2 peer reviewed references is required.
Age of References Published in the last 10 years unless seminal work.
List Heading “References” is centered, bold, on a new page. (14 point Cali
i or Arial)
Alphabetical Order References are a
anged alphabetically by author family name
Hanging Indent Second and subsequent lines of a reference have a hanging indent
DOI Presented as functional hyperlink
Spacing Double spacing the entire reference list, both within and between entries
Late Penalties
Late penalties will be applied from 9:01am on Thursday of 14th April 2022,
ing 5% penalty of the maximum marks available up to a maximum of 15%.
Assessment tasks received more than three calendar days after the due or
extended date will not be allocated a mark.
An assignment is submitted 12 hours late and is initially marked at 60 out of 100.
A 5% penalty is applied (5% of 100 is 5 marks). Therefore, the student receives
55 out of 100 as a final mark.
Penalty Timeframe Penalty
9:01am Thursday 14th April to 9am Friday 15th April 5% 5
9:01am Friday 15th April to 9am Saturday 16th April 10% 10
9:01am Saturday 16th April to 9am Sunday 17th April 15% 15
Received after 9:01am Sunday 17th April No mark n/a
Return of Marks
Marks will be generally returned in three weeks; if this is not obtainable, you will
e notified via Turnitin.
Final Assignment
Marks for the final assessment (assessment three) of this unit will be
withheld until after grade ratification and grade release on 1st of July 2022
Assessment template project informed by ACU student forums, ACU Li
arians and the Academic Skills Unit.
Answered Same DayApr 08, 2022


Ayan answered on Apr 09 2022
13 Votes
Table of contents
Part A    3
Critical thinking    3
Clinical reasoning    3
Clinical judgment    3
Part B    3
Description    3
Feelings    4
Evaluation    4
Analysis    5
Conclusion    5
Action plan    6
References    7
Part A
Critical thinking
When making a choice, this is the process of examining and applying knowledge received from experience, conversation, or observation. Critical thinking can help you make a more rational, better-informed conclusion (El Soufi & See 2019).
Clinical reasoning
This is the procedure for gathering data, testing a hypothesis, and determining a diagnosis and the best course of action for a patient based on the data gathered (Daniel et al., 2019).
Clinical judgment
This is the process through which a nurse chooses what sort of data and information about a patient has to be collected in order for the nurse to make a diagnosis and determine the best therapy intervention (Dickison et al., 2019).
Part B
During my third year, I worked at an elderly care home as part of a placement. My mentor nurse was watching over me, and I had been assigned to care for a 72-year-old man with dementia. This patient's dementia had produced sadness and mood swings, as well as an increase in i
itability. My job was to keep an eye on the patient, assist him with his requirements, and notify the nurse if the symptoms worsened or if the medication was not being taken as recommended. When I was interacting with the patient one day, he asked me a question that I was unable to answer regarding a question he asked me about losing his business because he was in the hospital and no one was to oversee his business, and as a result, the patient's mood changed, and he had increased i
itability, which resulted in a rise in his blood pressure. I tried to calm him down because he was causing a panic in the room, but it didn't seem to help, so I dialed the nurse for help with the patient dilemma. I was asked to leave the room by the nurse, who...

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