· This assessment task is designed to increase your awareness of the effect communication has on the safety and quality of an individual’s experience with the health care system, in this case, the experience of an Aboriginal person.
· Using your understanding of the interpersonal communication literature, you will complete an analysis of the consumers experience with the health care system. You are expected to support all components of your discussion with references (in-text and in the reference list) from scholarly, academic papers form journals and/or textbooks.
· What are the consequences of bias for a nurse’s ability to provide culturally safe and respectful nursing care for Aboriginal patients? Discussion should include reference to cultural safety and Indigenous cultural respect and how we can address any imbalance in
our personal views and personal bias and our ability to provide non-judgmental and empathic and compassionate care to all our patients.
Criterion Well Developed Developed Developing
Analysis of communication Comprehensive discussion of components Discussion of components of Some discussion on components of skills in the scenario of communication used in the scenario. communication used in the scenario. communication skills used in the scenario. recounting the interaction Sophisticated understanding of limitations Good understanding of limitations of Demonstrates a basic understanding of the with the health care system. of skills used and examples of alternate communication and barriers to communication skills used.
· Level of discussion on communication skills that could have been communication provided with specific Barriers to communication provided. communication skills employed. Specific examples included to examples from the scenarios of limited Limited understanding of the limitations of employed support limited responses and alternate responses and suggestions for alternate the communication in the scenario and
· Analysis of how these responses. High level thought evident. responses. limited alternate responses suggested. skills could have been Comprehensive discussion of possible employed differently barriers to communication in the scenario Research evidence presented and including suggested and supported by the literature. integrated with examples from the alternatives. High quality research evidence presented scenario.
· Discussion of barriers and well integrated with examples from the to communication interview.
(20) (18‐20) (15 ‐17) (10 ‐14)
Consequences of personal bias There is a comprehensive discussion of the The consequences of personal bias for the There has been an attempt to discuss the for culturally safe and consequences personal bias can have for ability to provide culturally safe and respectful consequences personal bias can have for
respectful care the ability to provide culturally safe and care is discussed. Responsibility for their own culturally safe and respectful care however,
respectful practice has been mentioned. Discussion of discussion is general and not personalised to
care. Insight into their responsibility for cultural safety and Indigenous cultural respect the student's own practice and/or the
(10) their own practice is demonstrated. is supported by literature. discussion of cultural safety and Indigenous
cultural respect has only been minimally
Discussion of cultural safety and Indigenous
supported by literature or theory. cultural respect is supported by literature.
(7‐8) (5 ‐6)
(9‐10)
Ability to portray people Writing is sensitive to how people are Writing is sensitive to how people are An effort has been made to portray people
sensitively in writing. represented. All language used in the essay is represented. Terminology referring to sensitively however, inadvertent errors have
appropriate regarding history, society, naming, Aboriginal Peoples is mostly correct and been made.
(5) culture, spirituality and classifications of proper nouns are capitalised.
Aboriginal Peoples.
( 5) (4) (3)
Demonstration of effective Very well written with proper grammar, Well written with acceptable grammar, The essay has captured most of the main ideas written communication that paragraph and sentence structure. Arguments paragraph and sentence structure. however, the standard of writing detracts from adheres to the conventions of are insightful.Cited sources are integrated Cited sources are integrated into the text. Each the readers understanding. academic writing. flawlessly into the text and included in the full reference appears in a final reference list Cited sources are integrated into the text.
reference list. In‐text citations and the formatted according to Harvard UTS. There References appear in a final reference list
(10) reference list are formatted according to may be minor errors in either the citation formatted according to Harvard UTS. There is a
Harvard UTS. All references are from reputable and/or referencing formatting. All references superficial attempt to reference and/or there
sources. Several additional references are are from reputable sources. are major errors in either the citation and/or
provided from reputable sources. referencing formatting.
(9 – 10) (7 – 8) (5 ‐6)
Unsatisfactory Total
Is primarily a descriptive recount of the scenario with limited or no analysis. Poor discussion on communication skills. Demonstrates a superficial understanding of the communication skills. Does not demonstrate understanding of the limitations of the skills used in scenario or
suggest alternate communication skills.
(0 ‐10)
There is a poor attempt to discuss the consequences personal bias can have for culturally safe and respectful care and/or there is no literature to support the discussion of
cultural safety and Indigenous cultural respect.
(0 – 4)
Writing is insensitive to how people are
represented.
(0 – 2)
The essay is poorly written. There are less than 5 references integrated into the text and/or sources are mostly web based and not from scholarly literature and/or there are major formatting issues that imply the student has made no attempt to follow Harvard
UTS formatting.
( 0 – 4 )