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PUBLIC / CYHOEDDUS

PUBLIC / CYHOEDDUS

Reflective Assignment Guidance

PUBLIC / CYHOEDDUS

Module AU2S014 - Informed decision making in the practice environment.

1.500-word reflective account level 5.

Learning Outcome: Analyse and develop your ability to make informed decisions in relation to person centred care.

Submission Date: 27/11/2024

Safe medicate – 21/11/2024

During your practice learning experiences, you are working towards achieving your proficiencies, you are becoming more confident and beginning to make informed decisions about aspects of client care. In relation to the following proficiency:

4.2 work in partnership with people to encourage shared decision making in order to support individuals, their families and carers to manage their own care when appropriate.

Select an episode of care you have been involved in during your practice learning experiences and reflect on how you have developed your knowledge, skills and confidence relating to decision making and encouraging shared decision making with individuals and their families and carers (if relevant).

You need to use a Rolfe et al (2001) Reflective Cycle for this assignment. Rolfe et al.’s (2001) reflective model is based upon three simple questions: What? So what? Now what? This assignment guide includes a list of questions that you may choose to answer in response to these three questions.

You need to consider some (does not need to be all) of the key themes of the module which explored the process and principles of decision making. These are:

· Accountability and decision-making

· Decision-making principles

· Selecting the evidence base to inform decision-making processes

· Ethical approaches to decision-making

· Awareness of equality, diversity and inclusion Mental capacity and capability in decision-making

· Person and family centred decision-making

· Working effectively with peers and the multi-professional team, mechanisms for evaluation of team decision making.

There is also a good book that will help you think about decision making :

Aston, L. Wakefield, J. Mcfowne, R. (2010) The student nurse guide to

decision making in practice. Sage. London (please note where this book says Mentor – it should read Practice Supervisor and where it says Branch it should read Field of Practice.

References approx. 15 – 20 ensure some 2021

It is a requirement of this assignment that theory is used that support your reflection, and all sources for ideas must be acknowledged. These can be placed in a reflective essay like any academic essay

Blend in references for example: Barnes said, Brown argues that , Smith purports, evidence from the findings undertaken by Jones (2020) would indicate that ….however this is inconsistent with the findings of Green (2018) who found that …Low (2019) , concurred with the findings of Green and with due consideration of the sample sizes of all three studies, it could be agreed that the finding by Low and Green support this is best practice.

· Brown (2021) argues .......

· White (2021) suggests ....

· Blank (2021) and James (2020) agrees that ... Or concurs... Or confirms that .....

· Boggs (2019) discussed ..... Or reports....stated.......

Contested, considers, explains, identifies, reflects on .... Alludes to ......

Pronouns

In contrast to most academic writing, first person narrative is used in reflective writing. ‘I’ becomes necessary when describing personal observations and feelings. However, it is also common to move between first and third person writing when making general comments and referring to the literature.

Tenses

Reflective writing often requires movement between past, present and future tenses, depending on whether actual events are being recounted, a more general comment is being made or a projection about the future is proposed.

Presentation:

· Size 12 font -1.5-line space

· Arial font

· Footer with Enrolment Number and page number

· References - Harvard – alphabetical

Use Student Support and Study Skills Services and Library Services.

Seek supervision.

See Marking Grid Level 5 in your Student Handbook.

Avoid plagiarism – articulate in your own words and source reference.

Reflective writing guide as adapted by Rolfe et al (2001)

What? …

1. What is the problem/difficulty/ reason for being stuck/reason for feeling bad/reason we don’t get on?

2. What was my role in the situation?

3. What was I trying to achieve?

4. What actions did I take?

5. What was the response of others? What feelings did it evoke? In the client? In myself? In others?

6. What were the consequences for Myself? Others?

7. What feelings did it evoke in Myself.? Others?

8. What was good/bad about the experience?

So What? …

1. So, what does this tell me, teach about myself and others and our relationships?

2. So, what does this tell me about my patient care, the model of care I am using, my attitudes and my patient’s attitudes?

3. So, what was going through my mind as I acted?

4. So, what did I base my actions on?

5. So, what other knowledge can I bring to the situation? Social policy, Legislation, Theory, Personal

6. So, what could/should I have done to make it better? …

7. So, what is my new understanding of the situation?

8. So, what broader issues arise from the situation?

Now what?...

1. Now what do I need to do in order to make things better, to enable myself to develop and move forward, improve my learning, my knowlsge and skills?

2. Now what do I need to do to stop being stuck/ improve my clients care/ resolve the situation/ feel better/ get on better/ etc...?

3. Now what are the broader issues that need to be considered if this action is to be successful?

4. Now what might be the consequences of this action?

5. Now what planning is required to activate the new direction?

Adapted from: Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan.

Assessment rubric – Marking guide

Description	Words	Marks awarded
Introduction	100	10%
what	400	20%
So, what	400	20%
Now what	400	20%
Conclusion	200	15%
Reference List	Between 15 -20. You can include more.	15%

Introduction should include;

A brief overview offering orientation, a brief ouline of what happened and how you are going to apply Rolfe’s model.

Main body: What? So What so? Now what?

With supporting evidence from the literature, your writing must offer analysis and discussion relating to the themes surfaced as a result of your reflection. This will include demonstrate the application of theories to the themes you have surfaced.

In order to show your full range of skills you need to be thinking about how the literature relates to your experience. This means that you should be looking to see how the literature might agree and disagree with what happened, this will help inform how you come to your own conclusions about this.

Conclusion

An overview of the key themes identified including some recommendations.

Assignment to be submitted via turnitin

Grade	Knowledge & Understanding	Analysis	Synthesis / Creativity	Evaluation
70-100	Evidence of wide reading. Well referenced and expressed in own words. Demonstrates comprehensive & / or detailed knowledge. Aware of provisional nature of knowledge.	Considers new & abstract information. Can identify key features of arguments. Considers a wide range of methods / techniques appropriate to the subject for obtaining data. Discusses a variety of views. Compares & contrasts. Can deal with complexity.	Effective structure. Clear identification of components of study. Provides sound rationale. Theory clearly and consistently applied to practice.	Critically reviews evidence. clearly identifies strengths & weaknesses. Questions reliability, validity and significance of information. Where appropriate, makes reasoned use of own experiences or viewpoint. States conclusions and, where relevant, makes recommendations.
60-69	Evidence of wide reading. Accurate referencing. Detailed knowledge of subject. A variety of ideas/ contexts/ frameworks included. Interprets knowledge in own words.	Considers new & / or abstract information. can identify the features of arguments. Considers methods / techniques for analysis. Discusses a variety of views. Compares & contrasts.	Evidence of effective structure and organisation. Identifies some key components of the study. Clear application of theory to practice.	Clearly identifies strengths and weaknesses using selected criteria. Draws conclusions and interprets the implications. assignment
50-59	Evidence of appropriate reading. Clear referencing. Detailed knowledge of subject. A variety of ideas/ contexts/ frameworks included. Interprets knowledge in own words.	Analysis of a range of information utilising theories. Compares & contrasts.	Suitable structure and organisation. Identifies some key components of the study. Evidence of application of theory to practice.	Selects criteria for determining strengths & weaknesses. Draws conclusions and makes some interpretation of the implications.
41-49	Evidence of appropriate reading. Satisfactory referencing. Knowledge of subject, ideas/ contexts/ frameworks consistent with module learning outcomes.	Attempts to compare and contrast but does not address all the key features.	Evidence of structure and organisation. Limited application of theory to practice.	Identifies strengths & weaknesses of information where criteria to be applied are clear. Draws some conclusions.
40	The work incompletely meets the criteria for a D2 grade for some descriptors but demonstrates attainment of assessment criteria; or the work does not achieve the standard equivalent to D2 for one or more descriptors but is redeemed by a good standard in the others; or the work fulfils the criteria for a pass in relation to all descriptors but only meets the minimum requirements of assessment criteria.
<40	Reading insufficient or not understood OR Knowledge of the field of study is limited and not consistent with module learning outcomes	Uses unsuitable methods/criteria to the context. Does not address the assessment criteria.	Weak structure and organisation. Limited attempt to apply theory to practice.	Limited or inaccurate identification of strengths & weaknesses. Lacks discrimination or does not reach a reasoned conclusion.
<30	Very limited evidence of appropriate reading. Very limited knowledge base.	No evidence of analysis.	No recognisable structure and little attempt to link theory with practice.	No evidence of an attempt to identify strengths & weaknesses or to structure an argument or to formulate a conclusion.

Level 5 Assessment Grid

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