[ANSWER]NURBN3021 Assessment Task 2- Part 2: Critical Reflection

[TASK DESCRIPTION]

Critical Reflection Part Two

SYLLABUS

Description of the Course for Handbook Entry:

This Course consolidates the learning outcomes across the Bachelor of Nursing program by way of an extended period of clinical practice in a diverse clinical setting that will provide an opportunity for further achieving the NMBA Registered Nurse Practice Standards (2016) and in so doing develop the confidence and competence of final semester students in making the shift from student to Registered Nurse.

In consultation with the relevant Course Coordinator and/or Clinical Coordinator, students will be provided with an opportunity to identify their own learning needs in relation to the NMBA Registered Nurse Practice Standards (2016) and to seek opportunities to address learning needs within a clinical setting identified as a developing interest. Students in this course will explore the globalisation of nursing and emphasise the way that the NMBA Registered Nurse Practice Standards (2016) provide a cogent framework for the provision of safe, quality, person-centred care in any theatre of nursing.

Grade Scheme                            Graded (HD, D, C, P, MF, F)

Placement Component               Yes

Supplementary Assessment      Yes

Where supplementary assessment is available a student must have failed overall in the course but gained a final mark of 45 per cent or above and submitted all major assessment tasks.

Program Level

AQF Level of Program
	5	6	7	8	9	10
Level
Introductory
Intermediate
Advanced			🗸

Organisation

Delivery Mode

Regular semester

Structure

Student Learning Experience

A 30 credit point course will involve a minimum of 300 hours of learning. Students can either undertake this course via a standard delivery mode, where they will attend scheduled laboratory classes weekly throughout the semester or via a flexible delivery mode, where they will undertake compulsory on-line activities and attend a compulsory scheduled residential school during the semester. For every one hour of teacher directed learning there will be a minimum of two hours of student/learner directed learning.

The Teacher-directed hours of student learning in this course will be experienced primarily through teaching innovations like interactive technology enhanced lectures, class discussions, audio-visual presentations, flexible blended and on-line learning, low and high fidelity simulations, exploration of case studies and inquiry-based learning. Active participation is encouraged during class sessions. Students are expected to access electronic research databases and other contemporary resources to facilitate learning. Attendance at all clinical placement and laboratory sessions is compulsory.

Learner-directed hours will include focused learning activities, simulated laboratory learning, practice and reflection on practice, and role modelling. Students are expected to access electronic research databases and use computers to facilitate learning.

Simulated Laboratory Learning

Clinical laboratory sessions are crucial preparation for working in a clinical environment. Therefore preparation for, and attendance at all simulated laboratory sessions is compulsory. All students must attend their allocated sessions. Failure to do so may result in a fail grade for this course. Laboratory content including skills and simulation scenarios have been designed to be undertaken without pre reading and activities contained within the modules[AS1] . If any student cannot attend their designated lab, they will need to contact either the campus course coordinator to arrange a makeup lab. Critical Reflection Part Two

Check-In Week Week 3:

In order to ensure that all students are progressing in a manner that is consistent with successful completion of the course the School of Nursing & Healthcare Professions engages in a process of Checking-In. All students who do not access Moodle courses in the first 2 weeks of semester are contacted via email and mechanisms of support are offered to students .At the completion of Week 3 the Course Coordinator will review the progress of all students. Those students who have not completed the compulsory elements of the program will be requested to make contact with the Course Coordinator to identify and address any impediments that may have otherwise impacted upon a students capacity to be successful in this course.

Learning Outcomes

On successful completion of this course the students are expected to be able to:

Knowledge

K1.     Recognise through self-reflection areas of personal and professional growth that are open to development in order to achieve the NMBA Registrered Nurse Standards for Practice (2016);

K2.     Summarise the concept of globalisation of healthcare and how it impacts upon nursing and to the provision of safe and quality nursing care to diverse vulnerable populations including but not limited to those: of younger or older age, physical or mentally impaired, from various cultural and minority groups;

K3.     Evaluate the diverse roles of the professional nurse whilst practising within the NMBA professional boundary, code of ethics for nurses and code of professional conduct to achieve the Registered Nurse Standards for Practice (2016).

Skills

S1.     Practice in accordance with the expectations of the NMBA Registered Nurse Standards for Practice (2016) at the level of beginning practitioner;

S2.     Demonstrate the way in which the NMBA Registered Nurse Standards for Practice (2016) can be used as a framework for safe, quality person-centred nursing care in a range of diverse clinical settings with a diverse population;

S3.     Relate contemporary professional nursing practice of vulnerable populations in diverse contexts;

Application of knowledge and skills

A1.     Apply the NMBA Registered Nurse Standards for Practice (2016) to the provision of person- centred care in a diverse clinical setting;

A2.     Apply the theoretical and clinical skills knowledge obtained across the program to undertake a comprehensive person-centred assessment in a diverse clinical setting at the level of an advanced beginner;

A3.     Apply advanced assessment, nursing care management and evaluation of person-centred care in diverse settings.

Content

The NMBA Registered Nurses Standards for Practice (2016); NMBA Code of Professional Conduct for Nurses (2013) and NMBA Code of Ethics for Nurses (2013) have been considered in the development of the content of this course. Utilising Inquiry Based Learning (IBL) this course will incorporate a Lifespan Approach to course materials and specific case based examples to address Australian Commission on Safety and Quality in Health Care, Clinical Care Standards (2015).

Topics may include:

• Identify learning needs in relation to achievement of the NMBA Registered Nurse Practice Standards (2016);
• The World Health Organisation (WHO) and International Confederation of Nursing (ICN) perspectives on nursing practice;
• Global and Australian health contexts of diverse vulnerable populations including but not limited to those: of younger age, of older age, physically impaired, mentally impaired, from various cultural groups, those from minority groups;
• Clinical practicum in order to consolidate the NMBA Registered Nurse Practice Standards (2016) and in so doing develop confidence and competence in an extended period of nursing practice in a diverse clinical setting for graduate year;
• The role of NMBA Registered Nurse Practice Standards (2016) and regulations in meeting the needs in the provision of person-centred care for people from and within diverse clinical settings; and
• Advanced assessment, nursing care management and evaluation of person-centred care in diverse settings.

Values ( Critical Reflection Part Two )

V1.     Appreciate the value of being a Registered Nurse in making a difference to the lives of a diverse range of individuals, groups, communities and populations in an Australian and international context.

V2.     Appreciate and value contemporary nursing and the diversity of practice settings and populations with which nursing takes place.

Graduate Attributes

FedUni graduate attributes statement. To have graduates with knowledge, skills and competence that enable them to stand out as critical, creative and enquiring learners who are capable, flexible and work ready, and responsible, ethical and engaged citizens.

Learning Tasks and Assessment

Planned Student Learning Experience

A 30 credit point course will involve a minimum of 300 hours of learning. For every one hour of teacher directed learning there will be a minimum of two hours of student/learner directed learning. The Teacher-directed hours of student learning in this course will be experienced primarily through teaching innovations like interactive technology enhanced lectures, class discussions, audio-visual presentations, flexible blended and on-line learning, low and high fidelity simulations, exploration of case studies and inquiry-based learning. Active participation is encouraged during class sessions. Attendance at all clinical placement and laboratory sessions is compulsory.

Learner-directed hours will include focused learning activities, simulated laboratory learning, practice and reflection on practice, and role modelling. Students are expected to access electronic research databases and use computers to facilitate learning.

EARLY INTERVENTION ASSESSMENT and MONITORING of STUDENT PROGRESS

Please note, all scheduled assessments must be attempted and submitted to gain a pass in this subject, irrespective of your accumalated marks for each assignment completed.

All students in this course will be closely monitored in terms of their academic progress and success. This is undertaken in a number of ways. All students who do not access Moodle courses in the first 2 weeks of semester are contacted via email and mechanisms of support are offered to students. In this course at the end of week 3 those students who have not submitted or are considered below the required standard will be contacted by the course/program coordinator to assess if any additional support can be offered.

This is undertaken to enable you to be successful in your course and program. Please check your student emails regularly and follow up with your course coordinator if you are contacted. Lecturers will periodically monitor your activity on Moodle and may at times contact you if there are any concerns.

The following tasks will be graded.

Please note that for each student, all scheduled assessments must be attempted and submitted to gain a pass in this subject, irrespective of your accumulated marks for each assignment completed. Students should refer to the Student Academic Handbook.

Assessment Task 1 – E-Poster

Weighting: 20%

Due date: Wednesday Aug 19th 12pm ALL students

Purpose:

The purpose of this learning task is to choose one of the following global health issues that under the right conditions has, or is likely to have a significant impact on the health and wellbeing of people and communities living in Australia. You will also highlight a relevant Australian Health Policy that aims to address the global health issue you have chosen.

Word Count: should be no more than 500 words in length +/- 10%

Format: PowerPoint E-Poster saved as a PDF – please utilise the additional resources on Moodle to help with slide size, design and file saving.

Description:

In this assignment students are required to:

Working in groups of two (2), you will research and critically examine one of the below contemporary global health issues in Australia. Choose a National Health Priority (NHP) from this list:

• Cardiovascular health
• Cancer control
• Injury prevention and control
• Mental Health
• Diabetes
• Mellitus
• Asthma
• Infection prevention and control such as Coronavirus (covid-19)

Within your E-Poster you need to display:

• Introduction: this should address why this NHP is a health issue of significance.
• Risk factors for the NHP or risk factors that can influence the spread.
• Impact of the NHP on the individual, family, local and national community
• Challenges in managing the NHP in the individual
• How it can be mitigated or managed in the individual, local or national community including relevance of National Health Policy.
• Use the E-Poster Design Tips outline to help you create an interesting representation of your chosen NHP. You should use less text and more visual representation of information including pictures, graphs, and links to video or audio clips. Consider your use of colour/backgrounds to complement (not detract) from your design to engage the reader.

Referencing:

Referencing should be included using APA 7th Edition guidelines. It is expected that the students use primarily peer reviewed sources for referencing. For this assessment and to support your findings, you are to use at least 5 peer-reviewed references in your paper. You may use these to add to the references used in Assessment Task 4 – Vulnerable populations Advocacy Assignment. Your Reference list can be added to a separate slide. In text citations for text and graphics used must be on the main poster. (Critical Reflection Part Two)

Submission:

One student of the group to upload the PDF file to the Moodle Submission link titles “Assessment Task 2: E- Poster Submission Link” with the file name saved under your group name and title of your poster.

For example: ErinTanti_NissyThomasDiabetesEposter.pdf .

Students should ensure the all student names and Student IDs can be located on the main page of the poster

Marking:

University staff will mark this assessment task. Pre-marking moderation will apply to this assessment task. A marking guide for this assessment task is included on page 3.

Feedback:

Results and feedback for this assessment task will be available on Moodle within 3-4 weeks per Federation University policy

Assessment Task 2 – Peer Assessed Clinical Skills Assessment & Critical Reflection

Weighting: 2a 10% and 2b 30% = 40% overall

Purpose:

This assessment task assesses the application of individual clinical reasoning and competency skills for a randomised clinical skill. Students will peer assess each other in pairs on their individual psychomotor skills for the undertaking of a clinical skill. To promote reflective learning students are also required to submit a critical written reflection on their experience of peer assessment to further enhance their learning. The purpose of this assessment task is not focused on skill perfection alone, but also upon the student’s ability to develop capacity as an independent reflective practitioner; a key element of professional practice as set out in the NMBA competencies. This assessment task is therefore divided into two parts.

Marking will be divided into two (2) areas:

Date of Assessment Task and submission:

Clinical Skills Assessment will occur:

Part 2A: Peer Assessed Clinical Skills Assessment 10% weighting overall

Students will be randomly allocated into pairs at the time of this assessment, and will participate in a peer assessed but facilitator directed undertaking of one of three skills also randomly allocated. At the beginning of the assessment, students will randomly pick an unidentified skill envelope, marking guide and order of completion. The skills that are included are:

• Undertaking a sterile CVAD dressing and daily flush
• Administration of an intravenous antibiotic infusion via burette
• Taking of a blood culture venepuncture sample under sterile techniques

Throughout the simulation, students will be assessed on their ability to:

• Problem solve by displaying clinical reasoning skills
• Apply an appropriate step-by-step approach in performing the allocated skill
• Display therapeutic communication with the client

In light of the random nature of allocating the skill, it is imperative that each student familiarises themselves and practices all the three skills. Practice opportunities for all clinical skills as well as the practice of peer assessment will be provided to students during scheduled laboratory time during the semester as well as theoretical and practical resources on Moodle. An Academic staff member will be present to supervise the peer assessment process.

Time:

Each student will have 15 minutes to complete the assessment from start to finish. Following completion of both assessments, of the pair will engage in a feedback and debrief session for 10 minutes

Marking and feedback:

Each skill is worth 10 mark (10% weighting). Achievement of satisfactory undertaking of allocated skill will result in 10 marks being given.

In the event a student is assessed as unsatisfactory in key areas of error indicated in blue highlight on the marking guide by their peer, a secondary assessment will be undertaken by the academic. In this instance, the student requiring a second attempt to receive Satisfactory competency will receive a grade of 5/10. A student requiring three or more attempts will receive a grade of 0/10 for this assessment.

Students will be given preparation on the process of peer assessment as well as quality and constructive feedback. This will be based on theoretical content from NURBN3018.

Students will be assessed on their individual undertaking of the skill by their peer using an objective marking guide. See examples of the marking guides on page 6-9. These marking guides are adapted from Tollefson & Hillman (2018).

The academic facilitator will observe the process to ensure objectivity and fairness at all times.

Part 2B: Critical Reflection

Due date: due 3 weeks post completion of Clinical Skills Assessment – please check Assessments module for campus/mode specific due date

All students need to have completed this task for grading 3 weeks post their allocated Clinical Skills Assessment. Please check Assessments page for Link for your campus and mode.

Word Limit: 1200-1500 words

Submission:

Uploaded via the TURNITIN submission link provided on Moodle.

NOTE: If any student is experiencing difficulties with the submission of assessment tasks they should contact the Course Coordinator prior to submission.

Feedback & Marking:

Results will be made available to students via the grade book on Moodle within 21 working days. University staff will mark this assessment task. Pre-marking moderation will apply to this assessment task. Marking guide for this assessment task is included on page 10.

Description:

Each student will submit a written 1200-1500 word critical reflection part two on one aspect of their designated skill. It is most important that students begin to appreciate that a reflection is much more than simply a narration of what was done or not done. In the context of clinical reasoning, a critical reflection is your thoughts on what was done and what improvement is required for being a more effective and safe practitioner in your future practice.

In order to facilitate this process, students need to be familiar with the Gibb’s Reflective Cycle. The written critical reflection needs to be an individual piece of work by each student. Even though the same or similar elements may be discussed in the reflection it must be submitted in each student’s own words. If the same work is submitted, plagiarism penalties will apply. It is advisable that students write their reflection of this assessment task as soon as possible after completing the task – while the event is fresh in your mind.

Details of reflection:

Using a recognised model of reflection (Gibb’s Cycle), reflect on ONE aspect of the clinical skill you were assessed on during your clinical skill assessment for this course.

In addition, your critical reflection should address – your understanding of knowledge related to the aspect of the skill, how the undertaking of the clinical skill has increased your understanding of the role and scope of practice of the registered nurse in Australia, and where you believe you need further development and/or learning.

You may also utilise the information that you have received from assessor feedback to help with this process. Structure your assignment with these headings:

1.           Description: Provide the context for reflective writing. Include background information, such as what it is you’re reflecting on and tell the reader who was involved. It’s important to remember to keep the information provided relevant and to-the-point. For example: “I was required to undertake the practice of administration of intravenous antibiotics in a patient with cellulitis of the lower legs”. It is important to introduce the reader to the aspect of your skill you are reflecting on. For example: “Within the context of reflection of practice, I am examining the importance of ensuring correct Aseptic Non Touch Technique (ANTT) is used when preparing a subcutaneous injection”. (Allow approximately 150 words).
2.           Feelings: Discuss your feelings and thoughts about the experience of undertaking that particular aspect of your skill. Consider questions such as: How did you feel at the time? What did you think at the time? What did you think about the incident afterwards? Why is it important for nurses to consider their feelings after an incident or challenging situation? What are the potential implications of these thoughts and feelings when faced with a similar situation? You can discuss your emotions honestly, but make sure to remember at all times that this is an academic piece of writing, so avoid ‘chatty’ text. (Allow approximately 150 words).
3.        Evaluation: What helped or hindered you in undertaking that aspect of your skill? If you are writing about a difficulty, did you feel that the issue was resolved afterwards? Why/why not? Was there aspects of your skill than needed work? Include whether your undertaking of this aspect of your skill shows patient centred care. This section is a good place to include the theory and the work of other authors to highlight best practice principles in relation to this discussion – remember it is important to include references in reflective writing. (Allow approximately 300 words).
4.        Analysis: Analyse the area you are reflecting on. Compare your experience with the literature you have read – what is currently best practice? Ensure you provide the literature to support your statement. This section is very important, particularly for higher level writing. It is important to bring the theory and experience together. Consider how clinical practice has changed? For example: previously we only referred to five rights of medication administration, but risk assessments have identified five more rights which decrease the risk of errors and include the patient in the decision making. Further, how did your skill incorporate patient centred care? For example including family members in care and discussions at the bedside during emergency situations helps to improve patient centred care. (Allow approximately 300 words).
5.        Conclusion: It is important to acknowledge: what your own strengths and weaknesses were leading into this situation? Did you begin with a good foundational knowledge or practice or were there evident gaps in your knowledge or practice? What positives would you take from this experience? Also consider if there is anything you could change to improve things even further. If the incident was negative…tell your reader how you could have avoided it happening and also how you could make sure it doesn’t happen again. (Allow approximately 100 words).
6.        Action plan: An Action Plan sums up anything you need to know and do to improve for next time. These should link to your analysis and what you found as best practice. They also need to be real and tangible plans you can make for yourself. Perhaps you feel that you need to learn about something or attend some training – what article will you read? What training would be relevant? What clinical practice guideline will you review? Provide the references for these. Could you ask your tutor or placement supervisor for some advice or observe practice and makes some reflections? What goals will you include for your clinical placement? What can you do which means you will be better equipped to cope with a similar event? Finally how will you evaluate whether these actions have resulted in a revision of practice. (Allow approximately 200 words).
7.        Reference List: List any resources you have cited as per APA 7th ed. Guidelines. A minimum of 10 quality sources should be used to validate your discussion. Using the work of other authors must be acknowledged. Sourced information can include journal articles, text, contemporary and current clinical practice guidelines or nursing standards.

Assessment Task 3- Diverse Population & Nursing Practice Report

Weighting: 40%

Due date: Wednesday Oct 7th 12pm ALL Students

Purpose: Develop a nursing practice plan using the Registered Nurse Standards for strategies in managing the health issues that impact those of a chosen diverse population in the local, national, or global community of Australia.

Word Count: Between 2200-2500 words in length

Format:

You are required to use headings to structure your report. Do not include a defined Introduction or Concluding paragraphs. The Report will be presented as a formal academic paper and conform to the Federation University, School of Health, Student Academic Handbook (Higher Education). Academic writing should be formatted according to the Federation University, General Guide to Writing and Study Skills.

Description:

In this assignment students are required to:

Use the diverse population you have examined in your previous Assessment Task 1: E-Poster and present a report discussing the key areas to follow. You will also propose a nursing plan that seeks to address one of the health outcomes you have discovered for this group.

In your report you MAY decide to further focus on a sub group of the original population you examined in the E- Poster. For example you may have examined the population group of High school aged children in Rural areas. Your report MAY like to further focus on Male High school aged children in Rural areas. It is up to you.

Within your assignment you need to begin with:

• WHY your chosen population is considered diverse and include:
  • Social determinants of health and how they impact this population;
  • Health inequalities (the differences in health status between population groups) such as differences in wellbeing, risk of disease, abuse/violence, healthy life expectancy, morbidity and mortality;
  • Health inequities (differences in health status between population groups that are socially produced, systematic in their unequal distribution across the population, avoidable and unfair) such as difference in access, affordability, income etc;
  • Health outcomes – Discuss key health issues impacting this population ie certain disease, mental health issues, injuries etc

(Approx.1200 words)

• Discuss the nursing care considerations that would be important in caring for an individual of this population. Your discussion should highlight and link to three Registered Nurse Standards such as:
  • Standard 2: Engaging in a therapeutic and professional relationship
    • How to communicate effectively, and how to be respectful of your chosen population’s dignity, culture, values, beliefs and rights.
    • How to provide support and direct your chosen population to resources to optimise their health-related decisions

(Approx.1200 words)

Referencing:

Referencing should be included using APA 7th Edition guidelines. Review the FedCite Resource page. It is expected that the students use peer reviewed sources for referencing. For this assessment and to support your findings, you are to use at least 15 peer-reviewed references in your paper. You may use and add to the references used in Assessment Task 1- E-Poster.

Submission:

Turnitin software will be used in this course for Assessment Task 4 to assist students with their academic writing and to verify the originality of assessment tasks. It will be used to assess and give feedback. FAILURE TO SUBMIT WORK THROUGH TURNITIN FOR THESE TASKS WILL RESULT IN A ZERO GRADE for this assessment.

Please ensure you only use the link provided with the assessment task. If you have any issues with your submissions through the Turnitin Link provided on Moodle, you need to make contact with the Information Technology Service Desk (ph: 5327 9999) to resolve the problem. If the problem cannot be resolved prior to the due date, you must email the Course Coordinator immediately. Please note that you should always attempt to complete and submit your assignment as early as possible to avoid any potential problems.

Marking:

University staff will mark this assessment task. Pre-marking moderation will apply to this assessment task. A marking guide for this assessment task is included on page 4.

Feedback:

Results and feedback for this assessment task will be released 4 weeks post-marking as per Federation University policy.

Assessment Task 4: Clinical Practicum Assessment

Purpose:

Clinical placements are an exciting and mandatory component of the BN program. Completion of the theoretical and clinical learning requirements of your program is essential to be eligible for registration with the Nursing and Midwifery Board of Australia (NMBA), Australian Health Practitioner Regulation Agency (AHPRA). Failure to successfully complete clinical placement constitutes a Fail grade for the associated course. In order for you to be allocated a clinical placement, the Victorian government and Health agencies mandate that you provide the following documents.

1. Fit2Work Police Check (ANNUALLY- within the current calendar year)
2. Current Working with Children Check
3. Immunisation Status form
4. Medical Declaration (completed online annually)
5. Consent for permission to disclose your personal information to the clinical venue
6. Safety in practice agreement form
7. Aged care declaration form

These documents are all available on the inplace system. Failure to comply with these requirements prior to census dates for each semester will result in a fail grade with the associated course.

Description:

For this course students are required to undertake clinical placement for a 5 week (200 hour) period in an acute care setting in a range of locations and settings. Clinical placements take place in a variety of clinical settings across the region. Students will be expected to prepare for their clinical placement including the writing of clinical objectives.

Date of Assessment:

Clinical placements occur throughout the calendar year including semester breaks, school and public holidays, and therefore, both standard and flexible students, need to ensure they are available throughout the calendar year to undertake the clinical placement component of this course. Clinical placements are made available to students at the beginning of the semester. For further information in relation to clinical placement, students should refer to the Clinical Placement Guidelines 2020, which are available on Moodle.

Please note that when clinical placement periods occur during the semester there are no face to face classes for standard students. Students are notified of clinical placements via InPlace. All queries related to clinical placement should be directed to campus Clinical Coordinator or Clinical Administrator.

Submission of Clinical Appraisal Tool:

At the completion of clinical placement, students are required to submit an electronic copy of their completed Clinical Appraisal Tool via the link made available on Moodle within one week (7 days) of completion of clinical placement. Grading of this assessment task cannot be undertaken until both Interim and Final Appraisals have been completed with all sections filled out correctly. As this assessment is a Hurdle Task for this course, failure to complete this correctly may delay successful completion of this course.

Assessment Criteria and Marking:

While undertaking clinical placement, students will be assessed by a clinical educator (Registered Nurse) on the capacity to perform psychomotor skills listed within the context of the clinical placement. In addition, an evaluation on the students capacity to practice will also be undertaken by the clinical educator. Students must be deemed competent to receive a satisfactory grade for clinical placement and to be eligible for an overall pass grade for the course. Students are required to achieve the level as set out in the Clinical Placement Guidelines 2020; which is also available on Moodle.

Students must also complete the required number of hours to be successful with this assessment task. If a student misses clinical placement hours they should refer to the Clinical Placement Guidelines 2020 to determine how to proceed. The clinical educator will record student progression and grade for the clinical placement in the clinical appraisal tool. The course coordinator, after viewing the clinical appraisal tool, will make the final determination of the students successful completion of all the requirements for a satisfactory grade for this assessment task.

Feedback: If any student is not successful in meeting the requirements for this assessment task they will be notified directly from the University, either via the Course Coordinator or the Clinical Coordinator (Mt. Helen, Gippsland or Berwick Campus).

Recommended time per learning activity

Submission and Return of Student Work

Online submission:

Students are asked to submit their completed assessments online as instructed via Moodle (Federation University Learning Management System). Assessment 2b and 3 (Report) must be submitted via Turnitin prior to submitting in the report submission link on Moodle.

Assignment 1 (E-Poster) is to be submitted electronically in Moodle using the relevant submission link. Assignment 2a (Peer assessment) will be marked electronically directly into Moodle marking guide.

Assignment 2b(Critical reflection) is to be submitted into the Turnitin submission link. This assessment task will be marked inTurnitin – no other moodle submission required.

Assignment 3 (Report) is to be submitted into the Turnitin submission link. This assessment task will be marked inTurnitin – no other moodle submission required.

Further information about Moodle (Learning Management System) can be found at: https://federation.edu.au/current-students/learning-and-study/online-help-with/lms

Supplementary Assessment

Students may be eligible for supplementary assessments at the end of the semester if they meet the conditions for supplementary assessments. If you qualify for a supplementary assessment, you will receive a ZN grade when results are published, and be contacted by the university with information and requirements of the supplementary assessment tasks.

Re-Marking Assessment Tasks:

Students may request an assessment task be remarked in circumstances where the student presents a case arguing that the original marking was unfair or inconsistent with marking criteria. Students must provide a clear justifcation that the work has not been assessed in accordance with the marking guide or the guidelines outlined in the Course Descriptor. This request must be emailed to the Course Coordinator within 14 days of receipt of the original marked assessment task. The Course Coordinator will then consider the case and make a judgement to support or deny the request for re-assessment.

In the event the Course Coordinator supports a claim for re-assessment, they will nominate a person who was engaged in the initial pre-assessment moderation process, to assess a clean unmarked copy of the work. The result of the remark will be recorded as the final mark for that assessment task, irrespective of its position relative to the original mark. If the student remains dissatisfied with the outcome, then normal Faculty procedures for handling appeals are to be followed.

Referencing:

Federation University has adopted the APA (American Psychological Association) 7th Ed and must be used for all references in your assignments. Information and guide to referencing can be found at: http://federation.edu.au/current-students/learning-and-study/online-help-with/referencing

Turnitin:

Turnitin software will be used in this course for Assessment Task 3b (critical reflection) and 4 (Report) to assist students with their academic writing and to verify the originality of assessment task. Submission of Assessment Task 3b and 4 will ONLY be marked directly into Turnitin.

If you have any issues with your submissions through the Turnitin Link provided on Moodle, you need to make contact with the Information Technology Service Desk (ph: 5327 9999) to resolve the problem. If the problem cannot be resolved prior to the due date, you must email the Course Coordinator immediately. Please note that you should always attempt to complete and submit your assignment as early as possible to avoid any potential problems.

Here are a few useful links that introduce students to the Turnitin software: https://federation.edu.au/current-students/learning-and-study/online-help-with/plagiarism

Plagiarism

The University takes all cases of plagiarism very seriously; the penalties can be very severe.

A possible consequence of plagiarism is losing all marks for the assessment task in question. If you have had multiple charges of plagiarism, you could end up with a mark of zero for the whole course.

See University policy: Student Plagiarism Policy Student Plagiarism Procedure

Closing the Loop / Student Feedback

Based on previous semesters feedback on this course, some changes have been made to better align the clinical laboratory scenarios to the associated module content. This includes the use of clinical case scenarios in each module to apply the theory to a case patient. Also students have requested more clarity regarding some of the terms on the assessments.

Thus the assessment descriptions have been revised and reviewed to ensure close connection with the course outline, learning objectives and graduate attributes for this course. Course content has been revised to better scaffolding with first and second year subjects, this will ensure consolidation and some extension to concepts throughout the degree. Finally relating to current covid-19 social distancing requirements the lab content has been revised to ensure a quality experience for the student is maintain whilst also ensuring consolidation of clinical skills and application to case scenarios remains.

Topics Assessed

All topics covered during this course are subject to assessment.

Assistance with Online Submission

Students are often asked to submit assessments online. Here are a few useful links that introduce students to the Turnitin software:

• About Turnitin
• Student Guidance on Turnitin
• Student Turnitin Access 2020 (Moodle Support Shell)

Special Consideration

If students are adversely affected by life circumstances a discretionary assessment extension of up to five University working days for one assessment task may be granted at the discretion of the tutor, lecturer, or course coordinator (dependent on faculty process) upon a direct request by the student via the Discretionary Assessment Extension form.

However if a student has experienced or encountered some form of disadvantage or impediment (medical reasons; hardship/trauma; compassionate grounds; other significant cause) in more than one course and requires more than five working days extension, then they may apply for Special Consideration.

For further information on Discretionary Assessment Extensions and Special Consideration, including access to the policy, procedures or associated forms, see http://federation.edu.au/current-students/essential-info/administration/special-consideration

Available Grades

A list of the available grades, a description of the corresponding required student performance and the required percentages for the Course is given in the University Handbook. https://federation.edu.au/students/essential-info/administration/exams/results The Course Coordinator may standardise raw marks before allocating grades.

Academic Integrity

Plagiarism is the presentation of the expressed thought or work of another person as though it is one’s own without properly acknowledging that person.

Students must not allow other students to copy their work and must take care to safeguard against this happening. In cases of copying, normally all students involved will be penalised equally; an exception will be if the student can demonstrate the work is their own and they took reasonable care to safeguard against copying. Plagiarism is a serious offence. Please refer to the following documents:

• Statute 6.1: Student Discipline
• Regulation 6.1: Student Discipline
• Regulation 6.1.1: Plagiarism

Academic Regulations

Supplementary information concerning teaching, learning, and assessment may be provided from time to time in response to unforeseen circumstances. This may include changes in times or location of classes, order of the schedule or due dates for assignments. Announcement of these matters in classes and placement of a notice on the course Moodle page shall be deemed to be official notification. FedUni has a range of educational policies, procedures and guidelines, which you can find at http://policy.federation.edu.au/category_list.php?catalogue_id=115

Student Support

The University provides many different kinds of services to help you gain the most from your studies. You can see the list of Student Services contacts at http://federation.edu.au/students#Assistance_support_and_services Students who have a disability or medical condition are welcome to contact the Disability Liaison Unit to discuss academic support services. The role of the DLU is to support the development of a learning and working environment that maximise participation in University life by students with a disability

Learning Management System

This course makes use of Moodle to support your learning. You can access Moodle from the FedUni home page or at https://moodle.federation.edu.au/login/index.php If you do not have access for this course you should notify your course co-ordinator immediately

Late Assignment

Late submission of assessment tasks, without a granted a Discretionary Extension from the Course Coordinator or an approved Special Consideration, will attract a late penalty as outlined by the School of Nursing and Healthcare Professions Student Academic Handbook (Higher Education)

The penalties are the following:

• 1 day late: 10% of total assessment grade will be deducted prior to marking the student`s work
• 2 days late: 20 % of total assessment grade will be deducted prior to marking the student`s work
• 3 days late: the student`s work may not be marked by the assessor

Materials

General None Reading

There are no recommended texts for this subject. Other contemporary resources are referred to in each module including interactive websites and links to online resources.

Note that some material in lectures, assignments and other resources provided to students may contain direct quotations from the text book(s) and references listed.

Sequence

Adopted Reference Style: APA

[ANSWER PREVIEW]

I would say having a conversation with the patient throughout the procedure helped me complete it successfully. As I was quite nervous, engaging the patient in a conversation helped me remain calm. It is not uncommon for student or inexperienced nurses to feel nervous when performing clinical procedures (Ghods et al., 2017). This problem is attributable to, among other factors, low confidence, self-doubt, and limited clinical experience (Sancar et al., 2018).

Anxiety in nurses during the performance of clinical procedures is problematic as it can compromise the nurse’s ability to deliver safe care. In this case, for example, failure in maintaining sterility as a result of my nervousness might have exposed the patient to infection. I was happy that conversing with the patient throughout the procedure helped reduce my nervousness.    Engaging the patient in a conversation for me was not just useful in reducing my nervousness; it was also…[Buy Full Answer Of Critical Reflection Part Two for Just USD 9: 1492 WORDS]

[SOLUTION DESCRIPTION]

Type: Essay

Word Count: 1492

Grade/Mark: 81 (Distinction)

Graded Solution