ASSIGNMENT BRIEF FOR COURSE WORK 1 (CW1)<\/p>\n
Assessment strategy
\nThe element for submission is as follows: two reflective accounts of 1000 words each, to demonstrate a well-informed understanding of alternative fields of healthcare practice or services, other than the student\u2019s own. As a general guideline, try to keep the descriptive element of the essays to a minimum whilst maximising the analytical component. It is the analysis and synthesis of ideas that attracts the majority of marks for the assignment. In reflective work you should be considering the thoughts (cognitive), feelings (affective) and behavioural dimensions associated with your experiences. It is possible to support these elements with references to standard texts about reflection.
\nA useful strategy is to offer your description of place\/time\/event as appendices (approx half a page each) and refer to these in your discussion.
\nConfidentiality of patients, practitioners and organisations should be maintained appropriately. No individual should be identified either directly or by implication unless the material has been made public. Organisations can be referenced to any material that has been published in a public domain. Avoid hearsay and unsubstantiated assertions;- check your facts.<\/p>\n
Adult students should select two of the following:
\nMental health, Learning disabilities, Maternity care or Children\u2019s services.<\/p>\n
Mental health students should select two of the following:
\nLearning disabilities, Maternity care, Children\u2019s services or Adult healthcare.<\/p>\n
This work is allocated pass\/fail and must be achieved along with CW2 to pass the module.<\/p>\n
Please select two of the following topics, one topic per reflective account, and reflect on how they were implemented in the alternative fields of healthcare practice that you accessed during your simulation of practice experience.<\/p>\n
\u2022 Communication
\n\u2022 Clinical care\/service delivery
\n\u2022 Safeguarding\/advocacy\/risk management
\n\u2022 Organisational aspects of service provision
\n\u2022 Government initiatives<\/p>\n
For example, you could discuss communication in the context of learning disability e.g. use of Makaton etc and how this might be transferrable to \u2018general\u2019 nursing.<\/p>\n
In order to organise your reflection you may wish to consider using a reflective model e.g. Driscoll, Johns or Gibbs. You may use other models but do be sure to offer an overview of the process<\/p>\n
You also need to reflect on what you have learnt from alternative fields of healthcare and how it will benefit your practice in your own field. Again, to take the above example, you could consider how being able to communicate effectively with an adult with learning disabilities can improve patient care in the Adult or Mental Health field.<\/p>\n
Since this is an academic piece you are required to include references where appropriate to justify your argument and a reference list. These are not included in the total word count. Use of the Harvard system is mandatory for this University<\/p>\n
It will be marked according to the Level 7 marking criteria, even though it is pass\/fail. A copy of this grid can be found in the Assessment folder.<\/p>\n
Please adhere to the Confidentiality policy<\/p>\n
==
\nClear instructions on the coursework:<\/p>\n
\u2022 Kindly note: I have chosen to reflect my experience in an adult psychiatric ward where i went as a student nurse to observe their nursing practises. The two topics i wish to discuss are Communication and safeguarding
\no Or maybe
\n\u2022 Communication and Organisational aspects of service provision
\n(it depends on the one you think you can explore more on and which can fetch me more marks. .
\n1000 words of each topic
\n\u2022 The reflective model i want to use is Gibbs reflective model.
\nKindly explain advantage of gibbs over other reflective model
\n\u2022 Description of the scenario should be in appendix and should be referred to in the essay
\n\u2022 There is need to explain how my experience on this two topics can be implemented in my own area of nursing.
\n\u2022 My own area of nursing is adult nursing
\n\u2022 The area i chose for my broadening perspective task is mental health nursing
\nWill send any other necessary information if the need be
\nThank you
\nKindly see the marking grid for the module below<\/p>\n
FACULTY OF SOCIETY AND HEALTH<\/p>\n
GENERIC ASSESSMENT CRITERIA Society & Health:
\nLevel 7 marking grid<\/p>\n
A
\n(85-100%) (70%-84%) B
\n(60-69%) C
\n(50-59%) D
\n(40-49%) E
\n(34-39%) F
\n(33% – 0%)
\nLevel 7 Criteria >8.5 7-8.4 6-6.9 5-5.9 4-4.9 3.4-3.9 <3.4
\n1. Presentation<\/p>\n
10<\/p>\n
All work should be presented to a high level. Work must be appropriately structured and demonstrate fluent articulation and clarity of expression. Spelling and grammar must be correct
\nWithin the word limit
\nWord count declared All work should be presented to a high level. Work must be appropriately structured and demonstrate fluent articulation and clarity of expression. Spelling and grammar must be correct
\nWithin the word limit
\nWord count declared Demonstrates exceptional academic writing style for this level of work Work is clearly presented and grammatically correct with no spelling errors
\nDemonstrates fluent articulation and clarity of expression
\nWithin the word limit
\nWord count declared Work is clearly presented, fluent and grammatically correct
\nThoughts and ideas are clearly expressed
\nWithin the word limit
\nWord count declared Work is clearly presented. Minimal errors in grammar and spelling
\nThoughts and ideas are clearly expressed
\nWithin the word limit
\nWord count declared Some inconsistencies in the standard of presentation.
\nMinimal errors in grammar and spelling.
\nMeaning apparent but not always clearly expressed
\nWithin the word limit
\nWord count declared Work is poorly presented and\/or marred by errors affecting comprehensibility
\nInadequate proof reading. Length not within required limits
\nWord count declared
\n>12.7 12.6-10.5 9-10.4 7.5-8.9 6-7.4 5.1-5.9 <5.1
\n2. References<\/p>\n
15
\nThe Harvard system must be used consistently and accurately throughout the work.
\nIt is expected that students will demonstrate a range of reading appropriate to the topic and the academic level. Although difficult to prescribe, it is anticipated that students will draw on a range of literature, and other forms of evidence, using this to extend perspectives and elaborate on current thinking. The Harvard system must be used consistently and accurately throughout the work.
\nIt is expected that students will demonstrate a range of reading appropriate to the topic and the academic level. Although difficult to prescribe, it is anticipated that students will draw on a range of literature, and other forms of evidence, using this to extend perspectives and elaborate on current thinking. Able to extrapolate from a diverse range of evidence. Harvard System used consistently and accurately.
\nWide range of reading evident and utilised appropriately throughout the work. Harvard System used consistently and accurately.
\nWide range of reading evident and utilised appropriately for the majority of the work. Harvard System used consistently and accurately in the majority of the work. Some evidence of wide reading within the work. Harvard System used with minimal errors in referencing evident.
\nSome evidence of wide reading to support parts of the discussion.
\nHarvard System used but referencing incomplete and multiple errors evident. References not always utilised appropriately to support the work.
\nLimited evidence of wide reading to support discussion.<\/p>\n
A
\n(85-100%) (70%-84%) B
\n(60-69%) C
\n(50-59%) D
\n(40-49%) E
\n(34-39%) F
\n(33% – 0%)
\nLevel 7 Criteria >12.7 12.6-10.5 9-10.4 7.5-8.9 6-7.4 5.1-5.9 <5.1
\n3. Knowledge and understanding<\/p>\n
15
\nIn addressing the assignment brief the student considers the panoply of perspectives and understanding relevant to the topic and is able to offer meaningful, relevant and scholarly arguments. That is informed by a range of literature.
\nIn addressing the assignment brief the student considers the panoply of perspectives and understanding relevant to the topic and is able to offer meaningful, relevant and scholarly arguments. That is informed by a range of literature.
\nDemonstrates comprehensive knowledge and understanding of current and emerging theories, principles and concepts Key issues relevant to the assessment question are identified and addressed.
\nMultiple perspectives explored and a high level of understanding of the topic articulated in the debate. Most of the key issues relevant to the assessment question are identified and addressed. A number of perspectives explored and good level of understanding of the topic articulated in the debate. Many key issues relevant to the assessment question are identified, but not all given due consideration.
\nA limited number of perspectives explored, and some understanding of the topic articulated in the debate. A limited number of key issues identified and addressed superficially.
\nFew perspectives explored and a limited understanding of the topic articulated. Some key issues remain unidentified. Discussion lacks the required focus and depth of knowledge.<\/p>\n
Unsafe practice is demonstrated 1
\n>12.7 12.6-10.5 9-10.4 7.5-8.9 6-7.4 5.1-5.9 <5.1
\n4. Integrating academic learning and practice<\/p>\n
15
\nIn addressing the assignment guidelines, the student is able to approach issues of practice through a cogent application of relevant theory. In discussing the implications for practice, the student will provide evidence through use of the literature of creative and innovative thought. In addressing the assignment guidelines, the student is able to approach issues of practice through a cogent application of relevant theory. In discussing the implications for practice, the student will provide evidence through use of the literature of creative and innovative thought. Demonstrates exceptional insight and ingenuity in challenging assumptions within the practice environment. The work is focused on the practice environment and demonstrates consistent application of theory and research to inform decision making and problem solving in the practice environment.
\nCreative and innovative thought evident throughout. The work is focused on the practice environment and mainly applies theory and research to inform decision making and problem solving in the practice environment.
\nCreative and innovative thought demonstrated. The work is mainly focused on the practice environment with some application of theory and research to inform decision making and problem solving in the practice environment.
\nSome evidence of creative and innovative thought. The work is mainly focused on the practice environment, with limited application of theory and research to inform decision making and problem solving in the practice environment
\nLimited evidence of creative and innovative thought. The work lacks a practice focus. There is inconsistent application of theory and research to the practice environment to inform decision making and problem solving.
\nCreative and innovative thought are not in evidence.
\nConfidentiality in relation to the patient\/client or practice is not maintained 2<\/p>\n
>12.7 12.6-10.5 9-10.4 7.5-8.9 6-7.4 5.1-5.9 <5.1
\n5. Analysis<\/p>\n
15
\nThe work offers an informed, refined and considered deliberation of the evidence that challenges ambiguity and identifies and explores contradictions.
\nThe work offers an informed, refined and considered deliberation of the evidence that challenges ambiguity and identifies and explores contradictions.
\nDemonstrates scholarly deliberation of the evidence. Demonstrates a well informed, refined and considered deliberation of the evidence.
\nConsistent challenge of ambiguities. Contradictions identified and explored. Demonstrates a mainly well informed, refined and considered deliberation of the evidence.
\nSome challenge of ambiguities evident. Some contradictions identified and explored. Demonstrates a fairly well informed, refined and considered deliberation of the evidence.
\nSome inconsistency in the level of analysis in challenging ambiguities, identifying & exploring contradictions. Demonstrates a limited deliberation of the evidence.
\nInconsistent level of analysis in challenging ambiguities, identifying and exploring contradictions.
\nThe work is mainly descriptive. A limited attempt at deliberating the evidence.
\nAmbiguities remain unchallenged.
\nContradictions identifies, but not explored.<\/p>\n
A
\n(85-100%) (70%-84%) B
\n(60-69%) C
\n(50-59%) D
\n(40-49%) E
\n(34-39%) F
\n(33% – 0%)
\nLevel 7 Criteria >12.7 12.6-10.5 9-10.4 7.5-8.9 6-7.4 5.1-5.9 <5.1
\n6. Synthesis and evaluation<\/p>\n
15 The work demonstrates a mastery of the subject area. It encompasses and links the various perspectives offered and develops logical, coherent and suitably justified arguments. A clear, structured conclusion of the debate is presented. The work demonstrates a mastery of the subject area. It encompasses and links the various perspectives offered and develops logical, coherent and suitably justified arguments. A clear, structured conclusion of the debate is presented. Work includes evidence of a refined level of synthesis and evaluation. A consistently logical, coherent argument is presented throughout the work, linking the various perspectives offered.
\nA clear, structured conclusion is presented, based on the arguments developed.
\nMastery of the subject area is evident. A logical, coherent argument is presented throughout the work, linking most of the various perspectives offered.
\nA conclusion is presented, based on the arguments developed.
\nMastery of the subject area is evident. A logical, coherent argument is presented throughout the work, linking many of the various perspectives offered. Some inconsistencies are present.
\nThe conclusion is based on the arguments developed.
\nSome mastery of the subject area evident. Several inconsistencies are present in the presentation of the argument.
\nAn attempt is made to link the various perspectives explored.
\nA limited rationale is presented for the conclusions drawn.
\nLimited mastery of the subject area evident.
\nThe argument lacks coherence and is not presented in a logical manner.
\nNo attempt is made to link the perspectives explored.
\nA poorly justified conclusion is presented.
\nMastery of the subject area is not in evidence.
\n>12.7 12.6-10.5 9-10.4 7.5-8.9 6-7.4 5.1-5.9 <5.1
\n7. Independent perspective<\/p>\n
15<\/p>\n
The student is able to demonstrate individuality of thought and original perspective within the work. The student is able to demonstrate individuality of thought and original perspective within the work. Work includes evidence of scholarly innovation. Demonstrates clear and consistent individuality of thought and original perspective throughout the work. Demonstrates some individuality of thought and original perspective within the work. Demonstrates some individuality of thought and original perspective. Some missed opportunities to demonstrate an independent perspective. Demonstrates limited individuality of thought and original perspective. Many opportunities missed to demonstrate an independent perspective. The work lacks clear individuality of thought and original perspective. The work is almost entirely dependent on the work of others.<\/p>\n","protected":false},"excerpt":{"rendered":"
ASSIGNMENT BRIEF FOR COURSE WORK 1 (CW1) Assessment strategy The element for submission is as follows: two reflective accounts of 1000 words each, to demonstrate a well-informed understanding of alternative fields of healthcare practice or services, other than the student\u2019s Read More …<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-19519","post","type-post","status-publish","format-standard","hentry"],"_links":{"self":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/19519","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/comments?post=19519"}],"version-history":[{"count":0,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/19519\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/media?parent=19519"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/categories?post=19519"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/tags?post=19519"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}