3 PAGESS ASSIGNMENTS
Reflective Practice and CNO Quality Assurance Paper Outline_2020.docx
Introduction to the Assignment
In this course, we have been learning about reflective practice (and the LEARN model) and about the College of Nurses’ Quality Assurance (QA) program that all nurses (RN, RPN and NP/EC) must take part in. It is mandatory to maintain registration to practice as a nurse in Ontario to practice. This assignment is based on reflective practice and the CNO quality assurance program. You will be using this material again in the course, most notably in your pre-graduate clinical experience.
This is an individual assignment worth 15% of your final grade and is due as scheduled in the Course Schedule (refer to Course Schedule for the due date). You are expected to submit a professionally completed assignment in APA 7th edition formatting (Dropbox submission due at the START of class). The paper is to be 3-5 pages, plus references and a cover sheet AND a learning goal attachment as outlined in the instructions below.
Marks will be deducted if the assignment is submitted late and/or is incomplete. Assignments not submitted on time will see deductions of 10% per day, excluding weekends.
This assignment is about learning and reflecting on the College of Nurses video entitled “One is One Too Many” and for the student to engage in reflective practice as outlined in the CNO quality assurance program.
STEPS TO THE ASSIGNMENT:
1. Watch the entire video series “One is One Too Many” (CNO) (20 minutes of online time): To watch the video series, go the CNO website where the video is split into six brief sessions (for streaming). It will take about 20 minutes to watch all sections. Be sure to watch each section: introduction, neglect, financial abuse, verbal abuse, sexual abuse and the conclusion.
2. Reflect: Consider the videos in terms of what was presented, how they made you feel, what you thought of the nurses involved, and how the video will impact your professional practice. Jot down your reflective thoughts on a piece of paper that you can set aside and review it a few hours later. Talk to your peers about the videos for their views.
3. Complete a 3-5 page paper (minimum three pages, plus references page and a cover sheet) written in APA format. You should set your paper up with an introduction, body/discussion and conclusion/summary as you did in your first paper. While APA is usually written in the third person, because of the reflective need in this work, you may use “I” statements such as I viewed, I felt, I saw, I concluded…
Using the “LEARN” format (found on SLATE) and your notes on reflections from watching the video, look back on what you have seen, learned from professional standards, professionalism and how it will impact your practice as a team member and as an individual nurse caring for clients. You will need to make general statements about the entire series, but you may focus on one or two areas for the body of your reflective thinking.
Seek out further learning from professional journals (minimum of three) on the area you are reflecting upon and explain how the reference supports your learning. For example, your journal supports may cite information on the impact of abuse, financial abuse, and/or neglect. Also, you should cite CNO references (e.g., Nurse-Client Therapeutic Relationship Practice Standard, Ethics Practice Standard, and other CNO supportive documents). If you are citing the video, there is an APA format for that as well.
Document the reflective process as a professional paper (not in bullet points or point form; but a written, descriptive format). Example for “L” (looking back) … As I look back on the part of the video where the man was calling for help, I could not help but feel…. Johnson (2012) discussed client abuse and explained…. (This would show a connection to some reference you look at). For “E” (elaborate), you might write ….In the video, I noted the nurse’s behaviour to be….and the patient response was… My thoughts were….
Analyze your reactions to determine your strengths and weaknesses (areas for development) concerning the prevention of client abuse. Follow the LEARN process (CNO, 1996) to identify how new learning will be integrated into your practice. You may want to cite references on the process of reflection and how it relates to practice in your work.
You should conclude your paper with a discussion of relevance to nursing practice, specifically to your practice, to client abuse as a professional issue or some relevant conclusion of your own choice as developed from your reflection and learning. A personal element should be the final result of reflective learning.
*What is a professional journal? It is a scholarly, peer-reviewed article or report found in a professional, practice or theory-based journal. A professional journal article typically has an abstract summarizing the article. It includes a review of the literature and may address the topic from a research or theoretical perspective.
*What it is not: It is not a newspaper article, nor a website, nor a magazine. It is not a professional standard or guideline. You do need to cite CNO professional standards and documents in this work. Those are essential, but to be clear, are not professional journal articles.
4. After writing your reflective paper, complete and attach to your essay a learning goal (stemming from your reflection) modelled on the CNO Quality Assurance tools developing one SMART goal on the attached form, the form is included with these instructions.
For guidance, go to the CNO document entitled “Developing SMART Learning Goals for information on completing SMART goals (a reference for all nurses engaged in QA). This document is found on SLATE.
Materials found on the CNO website quality assurance program (via SLATE or www.cno.org) will guide you in developing a learning goal.
Refer to the CNO Quality Assurance links and documents to help direct your goals and learning. www.CNO.org The CNO has presented this material in an organized way so that all registrants can quickly adapt it to their reflective practice.
5. You should also expect to cite CNO references (e.g., Nurse-Client Therapeutic Relationship Practice Standard, Ethics Practice Standard, and other CNO supportive documents). If you are citing the video, there is an APA format for that as well.
Copy/paste, fill in this form then print it attach the completed form to your assignment.
Student: ______________________
“SMART” LEARNING GOAL BASED ON/ADAPTED FROM CNO QA PROGRAM (attach to your paper)
State your learning goal stemming from/connected to your reflection: (it could be to seek out more information on abuse prevention, learn about the laws related to abuse, to learn more about the importance of quality assurance to your practice, to learn more about one of the professional standards listed at CNO, to develop a strategy in case abuse is witnessed in future, etc). Please note: If you do not review the CNO QA documents, this document will likely not demonstrate the required knowledge of developing SMART goals for your practice.
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SMART |
Indicators |
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S |
Specific Learning Goal, focused and clear. What do you want to learn or achieve? What activities will be needed to achieve this goal? |
Goal:
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M |
Measurable. Can you quantify how it can be measured (e.g. review two standards) |
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A |
Attainable. Can it be? Be realistic. Resources?
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R |
Relevant. Be sure it applies to your role and future practice. |
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T |
Timeline. Explain your timeframe, start date, by when, deadline/expected date.
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LEARN Cycle (1).docx
Steps of Reflection
LEARN Cycle
Step 1: Look Back
· Recall a personally meaningful event/experience as clearly as possible
· Think back to every detail
Step 2: Elaborate and Describe
· Describe what happened
· Who was there
· What you saw, felt and heard
· When and where it happened
· How others may have thought
· Your actions
Step 3: Analyze Outcomes
· Was the situation positive or negative for you and why
· What assumptions might you have been making about some aspects of the situation
· How do you feel about your experience now?
· Were the results of the situation what you expected?
· What caused the results?
· Did the experience have value for you, if so, how?
One outcome of any experience is learning. Answering the following questions will help you identify your learning as an outcome of the experience.
· What can I do now that I could not do before?
· What do I know now that I didn’t know before
· What do I need to know or need to do?
· What has this reflection helped you to learn – personally or professionally?
Step 4: Revise Approach
· Revise or reinforce your approach
· Think about what you liked and would like to continue to do or what you weren’t comfortable with and could or should have done differently
· Identify areas you need to learn more about
Step 5: New Trials
· What will you do to practice your new learning
· After you have tried it out, you can go through the reflective steps again to evaluate the experience
College of Nurses of Ontario (1996). Professional profile: A reflective portfolio for continuous learning. Toronto: Author.
Look Back
Elaborate and Describe
New Trials
Analyze Outcomes
Revise Approach
Developing SMART Goals (1).pdf
SMART D e v e l o p i n g
Learning Goals
College of Nurses of Ontario Developing SMART Learning Goals 2
Introduction This guide will help you develop SMART learning goals. A learning goal clearly describes what you want to learn or achieve. A SMART learning goal is:
Specific Measurable Attainable Relevant Time-limited Developing a SMART learning goal makes sure that your goal is focused and provides a clear idea of what you want to learn. A SMART goal makes it easier to plan relevant learning activities, measure your progress toward achieving the goal and know when you have met your goal.
This graphic shows you how developing SMART learning goals is part of a continual process, which includes reflecting on your practice and developing a Learning Plan with goals and activities.
How do I start? You start by reflecting on your practice, and discovering what your strengths and learning needs are. You can also get feedback from colleagues, which will help you identify strengths and learning needs that you missed or didn’t think about, adding depth to your own reflection. This reflection helps you to continually improve your competence as a nurse. There are suggestions to help guide your reflection in the Practice Reflection worksheet at www.cno.org/qa-resources.
You will use the learning needs you identified in your reflection to develop learning goals and your Learning Plan.
Reflect on your practice
and get feedback
from colleagues
Identify and complete
your learning activities
Evaluate changes to
your practice
Identify your learning needs
Develop SMART goals
College of Nurses of Ontario Developing SMART Learning Goals 3
Your Learning Plan Research shows that you are more likely to achieve a goal if you write it down. Having a Learning Plan allows you to write down your goals, and track your learning activities and outcomes, all in one place. The online Learning Plan at myQA allows you to develop and update your information easily. You can find it at www.cno.org/qa.
You need to have two learning goals in your Learning Plan. You must select a College practice document to which each goal relates; review your selected practice document to make sure you have chosen the correct one for your goal.
You shouldn’t choose a document based only on its title. For example, from the title, you might think the Working in Different Roles practice guideline is about changing jobs. In fact, it is really about your accountability when working in a different role, such as an RN employed as an RPN, or an RPN employed as an unregulated care provider.
If you are a Nurse Practitioner, then you must also develop a learning goal based on the Nurse Practitioner practice standard. You can find all the practice documents at www.cno.org/pubs.
What is a SMART Learning Goal? A SMART goal is:
1. Specific. A specific goal is detailed, focused and clearly stated. Everyone reading the goal should know
exactly what you want to learn.
2. Measurable. A measurable goal is quantifiable, meaning you can see the results.
3. Attainable. An attainable goal can be achieved based on your skill, resources and area of practice.
4. Relevant. A relevant goal applies to your current role and is clearly linked to your key role
responsibilities.
5. Time-limited. A time-limited goal has specific timelines and a deadline. This will help motivate you to
move toward your goal and to evaluate your progress.
A SMART learning goal is structured so that anyone who reads your goal statement will understand what you want to learn. For your QA Learning Plan you will be developing professional goals, but you can use this format for any type of goal, professional or personal. Here are two examples of personal SMART goals:
“I want to lose 16 lbs and lower my body mass index from 27 to 24 by November 30.”
“I want to run the local charity 5k race on August 15.”
College of Nurses of Ontario Developing SMART Learning Goals 4
How do I write a SMART learning goal? 1. Start by identifying what it is you want to learn.
2. Be specific and write it down in one sentence. Try not to use vague phrases such as “I want to learn about…” If you are too vague, then how will you know when you reach your goal? Use an action word to describe what you want to achieve. Using an action word makes sure your goal is measurable. Examples of action words are:
■ identify ■ develop ■ plan ■ design ■ compare ■ describe ■ evaluate ■ explain ■ demonstrate ■ create.
3. Make sure your goal is realistic, given the resources that you have. A goal set too high may set you up for failure, whereas a goal set too low will fail to challenge and motivate you.
4. Make sure your goal is related to your practice.
5. Identify a reasonable time frame to complete your learning activities and achieve your goal.
Make sure that your learning goal is about what you need to learn and is not a learning activity. For example, “I am going to enrol in a course about nursing legislation” is a learning activity, not a learning goal. The goal is to identify and explain the various legislation that governs nursing practice in Ontario. The activity is the course.
Example of a goal that is not SMART:
“I want to learn about depression.”
Example of a SMART goal:
“I want to identify the difference between dementia, delirium and depression, including the most common causes, symptoms and treatments. I will complete this by September 30.”
I have a SMART learning goal, what do I do next? Now you can develop activities for achieving your goal. Activities must have a deadline to keep your learning on track. Try not to use “ongoing” in place of a deadline, because a SMART goal is time-limited.
You should have at least three different learning activities for each goal. While developing the activities, think about what type of learner you are. Do you learn best by observing? Reading? Discussing? Choose the learning activities that work best for you. Some examples of learning activities include: ■ watching a webinar ■ reading a journal article ■ attending a conference or workshop ■ mentoring someone, or being mentored ■ completing an online course ■ shadowing a colleague
College of Nurses of Ontario Developing SMART Learning Goals 5
■ role playing with a colleague ■ reviewing case studies ■ going through a practice simulation.
Once you have chosen an activity you can write an activity statement. This must clearly outline your learning strategy. It should be specific and based on what is realistic within your time frame.
Example of an incorrect activity statement:
“I will attend an in-service and read.”
Example of a correct activity statement:
“I will read at least two current nursing journal articles about depression, dementia and delirium by the end of April.”
Next steps Once you have your activity statements written, you can start completing the activities. Remember, your Learning Plan is a work in progress. Make sure you review it on a regular basis and update it when you complete an activity and when you reach a goal.
Apr 2014 2014-15
101 Davenport Rd. Toronto, ON M5R 3P1 www.cno.org
Tel.: 416 928-0900 Toll-free in Ontario: 1 800 387-5526 Fax: 416 928-6507
Developing SMART Learning Goals Pub. No. 44047
Copyright © College of Nurses of Ontario, 2014.
Commercial or for-profit distribution of this document in part or in whole is prohibited except with the written consent of the College. This document may be reproduced in part or in whole for personal or educational use without permission, provided that:
• due diligence is exercised in ensuring the accuracy of the materials reproduced;
• the College is identified as the source; and
• the reproduction is not represented as an official version of the materials reproduced, nor as having been made in affiliation with, or with the endorsement of, the College.
Additional copies of this booklet may be obtained at www.cno.org/qa, or by contacting the College’s Customer Service Centre at 416 928-0900 or toll-free in Ontario at 1 800 387-5526
Based on the College of Physiotherapists of Ontario’s Developing SMART Learning Goals. Used with permission.