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NURS3004: Transition to Professional Practice 1. Assignment 1 Rubric: Reflection on practice and learning Please read all feedback notes and comments supplied by your Class tutor regarding your grade, before contacting them for further clarification. Category Weighting Advanced (HD & D) Proficient (C) Satisfactory (P) Unsatisfactory (F) Introduction Concise description of the aim or purpose of the paper, how the answer will be structured, and identification of the ethical dilemma 10% ☐ Purpose of paper comprehensively stated and described. Comprehensive outline of all key points to be discussed. Succinctly outlines essay structure. All key terms clearly and concisely defined. ☐Ethical dilemma scenario is clearly and concisely identified. ☐All other participants and Hospital details have been deidentified ☐ 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. ☐Ethical dilemma scenario is clearly identified ☐All other participants and Hospital details have been deidentified ☐ 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. ☐Satisfactory identification of the ethical dilemma scenario. ☐All other participants and Hospital details have been deidentified ☐ 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. ☐No or poor identification of the ethical dilemma scenario. ☐All other participants and Hospital details have NOT been deidentified Reflection 1. Describe the account (10%) 2. Emotional reactions (10%) 20% Description serves the reflective process. Account recognises that the frame of reference for an event can change. Events are understood in a historical, social, political or cultural context that influences reactions to them—in other words, multiple viewpoints are considered. An advanced awareness of assumptions, values and possible bias, and consequences of actions Emotional reactions are recognised, both in the sense of shaping ideas and in considering how they can frame the account in different ways. Reactions may trigger or support a change in perspective. Account is descriptive and accents points for actual reflection. There is reference to other viewpoints and external ideas, and analysis of the actions of self or others. There is some standing back from events in order to recognise the effect of the events on the self. A clear awareness of assumptions, values and possible bias and consequence of actions Emotional reactions are recognised, and their influence is questioned. An attempt is made to consider their role in analysing behaviour of self or others. Account is descriptive and signals points for possible reflection. Events are treated as though they might raise an important question or questions to be asked and answered. There may be reference to another viewpoint. Some awareness of assumptions, values and possible bias and consequences of actions Emotional reactions of self or others are mentioned or clearly influence the writing. Such influences are noted and questioned. Account is descriptive, with little or no reflection. A story is told, but mainly or entirely from one viewpoint. Ideas or recollections of events are linked by sequence rather than meaning. No awareness of consequence of actions There are no references to emotional reactions, or if there are, they do not get explored or related to behaviour of self, or others. Reference to the broader literature and theories. Standards, Codes of conduct, Decision making framework and ethical theories/bioethical principles. Information needs to be relevant to the Australian context 40% There are references to current and updated Standards, Codes, Decision making Frameworks and bioethical theory/principles showing an in depth understanding and application, as well as a questioning stance. Theoretical information helps to trigger a transformation of perspective—a review of presuppositions from prior conscious or unconscious learning. There are references to the current Standards, Codes, Decision making Frameworks and bioethical theories/principles, showing both an understanding and an application. Concepts are interpreted in relation to nursing experiences, or situations encountered in practice are considered and discussed in relation to the theoretical information. There is some reference to the required current and theoretical information in the topic, with an attempt to understand it. However, concepts are treated just as theory, without being related to nursing experiences or practical situations. There are no or outdated references to the required theoretical information in the topic, or if there are, they are made without apparently trying to understand them or form a view on them. Where to from here? 10% A clear and succinct indication of how the student will use insights and skills gained, and what development/training might be needed to build knowledge and skills for the future. A clear indication of how the student will use insights and skills gained, and what development/training might be needed to build knowledge and skills for the future. Some indication of how the student will use insights and skills gained, and what development/training might be needed to build knowledge and skills for the future. No or little indication of how the student will use insights and skills gained, and what development/training might be needed to build knowledge and skills for the future. Conclusion Summarise the main points made in your discussion Make a concluding statement for the paper. 10% ☐ Conclusion provides comprehensive and concise summary of all key discussion points. The conclusion does not introduce new ideas, discussion points or references. ☐ Conclusion provides clear summary of most key discussion points. The conclusion does not introduce new ideas, discussion points or references. ☐ Conclusion provides a summary of some key discussion points. The conclusion does not introduce new ideas, discussion points or references. ☐ Conclusion provides little/no summary of key discussion points. The conclusion introduces new ideas, discussion points or references. .☐No conclusion present Written expression, grammar and spelling, Structure referencing 10% ☐ Meaning of written content is expertly conveyed by excellent sentence structure, grammar and spelling (no errors) ☐ Paragraphs and sentences are consistently very well- structured and always assist to convey intended meaning. ☐ Content of the paper is well organised and a logical flow of discussion is maintained throughout. ☐ Comprehensive and correct use of APA 6th edition for reference list and in-text referencing with no errors/omissions. ☐ Meaning of written content is well conveyed, minor problems evident in sentence structure and/or grammar and /or spelling. (1-5 errors) ☐ Paragraphs and sentences are mostly well- structured and assist to convey intended meaning. ☐ Content of the paper is generally well organised, and a reasonably logical flow of discussion is maintained. ☐ Mostly consistent use of APA 6th edition for reference list and in-text referencing with some errors/omissions. ☐ Meaning of discussion is adequately conveyed, however there are many problems in sentence structure and/or grammar and /or spelling. (6-14 errors) ☐ Paragraphs and sentences are adequately structured and typically assist to convey intended meaning. ☐ Content of the paper is satisfactorily organised, and the discussion displays sections of flowing thought. ☐ Adequate use of APA 6th edition for reference list and in-text referencing with many errors/omissions. ☐ Meaning of the discussion is difficult to understand in sections as many sentences contain grammatical errors, incorrect spelling and/or word usage. (>15 errors) ☐ Paragraphs and/or sentences are not/not consistently well- structured and do not assist to convey intended meaning. ☐ Content of the paper displays little or no organisation. Discussion is disconnected and it is difficult to comprehend the writer’s flow of thought. ☐ Inadequate/no use of APA 6th edition for reference list and in-text referencing has consistent errors/omissions. Deducted marks comments Total mark Grade Marker date email Adapted from file:///C:/Users/brea0008/OneDrive%20-%20Flinders/NURS%203004/Keet-Rubric-reflection.pdf NURS3004: Transition to Professional Practice 1. Assignment 3: Reflection on practice and learning (1500 words) · In this assignment you will need to reflect on an ethical dilemma that you were involved in during your nursing experience. Use one of the models of reflection such as the Gibb’s (1998) model to guide the reflective process. · This must be an event that you were involved in, it MUST NOT be a scenario from a journal or book that you adapt for this assessment; we want to read about your thoughts and experiences. · You will need to critically describe the scenario, explaining and analysing the ethical dilemma(s) involved. · Pseudonyms must be used; the names of the hospitals and individuals MUST be deidentified. · The ICN Code of Ethics for Nurses (2012) must be used to assist your reasoning and you need to identify which provisions are most relevant to your scenario. · The NMBA decision making framework (2020), as well as the Ethical Decision Making Framework as outlined in Chapter 2 of the set Text are also to be used, and you need to describe how you worked through the ethical dilemma(s) to resolve it. · The discussion needs to include the relevant Bioethical Principles and information within the topic content that you considered when resolving the dilemma. · The NMBA Standards of Practice for Registered Nurses (2016) and the NMBA Code of Conduct for Registered Nurses (2018) may be useful to assist your discussion. · As a reflective paper, it is appropriate for you to write in the FIRST person, that is you should OWN your experiences by writing I, me or my. · Referencing is required for this paper (APA 6th edition). Use as many references as you need to adequately support your discussion. · In preparation for writing this assignment, here are some things for you to consider to help you plan. 1. What happened, why, what events lead up to this situation? 2. Were there any precipitating causes or occurrences? 3. How did you deal with the situation? 4. What was going on in the environment, did this impact the event? 5. What bioethical principles were evident, if any? 6. What were/are the long-term effects of this incident? 7. Could you have considered the perspectives of others differently? 8. Were you acting to help the patient, or just because you had an order to do so? Step 1: Describe the experience – What happened, who was there, where did the event occur, what did you do, what did other’s do? What impact might your values, beliefs, assumptions and biases have had on the situation? What were the possible consequences of your actions or inactions? Create a mental picture of the issue for the marker. Step 2: Describe your emotional reactions to the event, what were you feeling both before and after the event, what emotions might others be feeling? Did these reactions trigger a change in your perspective of the event?