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NUR3299 Reflection Task Sheet 1 | P a g e Assessment: Clinical Reflection on Interprofessional Learning (IPL) in Practice Task overview Assessment name Written Clinical Reflection Brief task description Reflective practice is a process which develops an understanding of what it means to be a healthcare clinician and linking theory and practice through the clinician’s critical thinking through the experience. Reflective practice also helps to develop an understanding of the health care team’s roles and support for the learning of new skills. Reflective practice can help in problem-solving, which can take the form of critical thinking based on the guidelines and procedures and support correct actions. Therefore, knowledge attained from clinical practice does not add to the professional expertise and experiences unless it has been reflected upon for its importance. Interprofessional education (IPE) and learning opportunities are core to all professional practice experiences. IPL should provide comprehensive learning and practice opportunities designed to connect and develop mutual respect and understanding across health professions to enhance health care outcomes. Due Date 7 days after completion of allocated clinical placement includes weekends Length Word length 600 Including intext reference +/- 10% Task information Task detail Identify a situation you have encountered during your placement. Using the Gibbs Reflective Cycle as a guide, reflect on the clinical event/situation you experienced during your placement for this course. The reflection can be related to a positive or negative clinical event/situation. Analyse the clinical event/situation, linking with your experience, practice, and theory presented. In addition, your reflection should address - • Your level and understanding of knowledge related to the clinical event/situation • How the clinical event/situation has increased your understanding of the role, linking to NMBA Standards, code of conduct, ethics and scope of practice of the registered nurse in Australia • Where you believe you need further development and/or learning. Multidisciplinary team activity In the following table document the members of the multidisciplinary team in the areas you are working. Describe their role and the main ways they communicate with the other members of the team. NUR3299 Reflection Task Sheet 2 | P a g e Multidisciplinary team member Role Communication Doctor Physiotherapist Occupational therapist Speech pathologist Dietician Social Worker Aboriginal Liaison Officer Guidelines / structure The clinical reflection is to contain the following sections based on the Gibbs Reflective Cycle: a) Introduction – The introduction is a description of your chosen clinical reflective topic and an overview of the critical areas of your intended discussion. b) Personal and Professional self-reflection – This is a self-reflective discussion and includes your feelings. This section must provide a comprehensive discussion of the key areas you feel important to you as a novice clinician based on your chosen topic. c) Evaluation – How is your clinical reflection supported or refuted by the Literature? An evaluative discussion is required (as per Gibbs Reflective Cycle). The evaluation section must be supported through the use of contemporary, credible Literature. NUR3299 Reflection Task Sheet 3 | P a g e d) Analysis – This is a discussion of critical outcomes based on your clinical reflection and evaluation and what best practice literature has informed you in relation to the chosen topic. (Note this section also covers the ‘conclusion’ section of the Gibbs cycle). e) Conclusion – a summary of the main points and what you have learnt from the clinical reflection. Note: this is Gibbs conclusion step. In this conclusion, you also need to consider the process of reflection, and its importance, with reference to Gibbs cycle. f) Strategies for practice - what specific positive strategies, based on your analysis, would assist you to progress as a critical thinking clinician? This section relates to the Action Plan identified in the Gibbs Reflective Cycle. Credible literature sources that support your strategies are required and must be correctly referenced. Writing Style For example: - Correct Academic Writing as per USQ guidelines - APA 7th Edition Referencing - Contemporary Literature must be sourced (no more than 5 years old) Formatting Style For example: - Double spacing - Font: 12 point - Times New Roman - Page numbers - Headings or subheadings to be used Resources available to complete task USQ academic writing is provided in links on the course Resources Tab. https://www.usq.edu.au/library/study-support/assignments Referencing https://www.usq.edu.au/library/referencing Submission information What you need to submit For example: One Microsoft Word document that contains the following items: • Your assignment document • No coversheet but footer must include: surname_initial_studentnumber_coursecode_A1_page no • Do not include the marking criteria sheet Submission requirements For example: This assessment must be submitted in electronic format as a Microsoft Word document via Turnitin. The Turnitin process may take up to 24 hours to produce a report. Therefore, allow adequate time to do this and address any issues of plagiarism detected by Turnitin before final submission. *Any percentage that relates to plagiarism detected by Turnitin is https://www.usq.edu.au/library/study-support/assignments https://www.usq.edu.au/library/referencing NUR3299 Reflection Task Sheet 4 | P a g e a concern and requires you to address this. Turnitin % of greater than 15% will not be accepted. File Name Conventions For example: Save your document with the following naming conventions: surname_initial_studentnumber_coursecode_A1.doc/docx Moderation All staff assessing your work meet to discuss and compare their judgements before marks or grades are finalised. Academic Integrity Statement The USQ policy on Academic Integrity can be found on the link below: https://policy.usq.edu.au/documents/14133PL Late Submissions Penalty You will receive an incomplete grade if this is not submitted by the end of semester https://policy.usq.edu.au/documents/14133PL NUR3299 Reflection Task Sheet 5 | P a g e Gibbs Reflective Model Adopted from: Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. London: Further Education Unit. Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences. It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages: • Description of the experience • Feelings and thoughts about the experience • Evaluation of the experience, both good and bad • Analysis to make sense of the situation • Conclusion about what you learned and what you could have done differently • Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate. This model is a good way to work through an clinical experience. This can be either a stand-alone experience or a situation you go through frequently, for example meetings with a team you have to collaborate with. Gibbs originally advocated its use in repeated situations, but the stages and principles apply equally well for single experiences too. If done with a stand-alone experience, the action plan may become more general and look at how you can apply your conclusions in the future. 1Description What happened? 2Feelings What were you thinking and feeling 3Evaluation What was good and bad about the experience? 4Analysis What sense can you make of the situation? 5Conclusion What else could you have done? 6Action Plan If it arose again what would you do? Marking Rubric Clinical Reflective Practice 6 | P a g e CRITERIA Excellent Good Satisfactory Developing Poor Not Met Description Highly relevant comprehensive description of chosen self-reflective question. A clear and comprehensive personal and professional self-reflection is provided. Well-developed description of chosen self-reflective question A concise personal and professional self-reflection is provided. Effective attempt of describing the chosen self-reflective question An outline of the personal and professional self-reflection is provided. An attempt made to provide description of the chosen self- reflective question, however, components of the description appear unclear to the self- reflective stance. The personal and professional self- reflective is simplistically defined Inadequate and/or poor discussion of chosen self-reflective question. A disparity between clinical placement and self-reflection is apparent No link to personal and professional self-reflection is provided No evidence of chosen self- reflective question No linkage to self- reflection Reflection-feelings A highly articulate self-reflection is presented using deep reflective practice based on Gibbs Reflective Cycle. Significance of reflection expressed with clarity and conformity to recent clinical experience or work practice from a professional context A relevant and concise self- reflection is presented using mostly deep reflective practice based on Gibbs reflective cycle Significance of reflection is clear and based on clinical experience or work practice from a professional context. A clear self-reflection is presented more as a narrative not always specific to deep reflective practice outlined in the Gibbs reflective cycle Significance of reflection includes a narrative discussion based on clinical experience or work practice. A generic self-reflection is noted missing key aspects of deep reflective practice as outlined in the Gibbs reflective cycle Some aspects were unclear. Significance of reflection is not always consistent with the topic based on clinical experience or work practice. Reflection absent, vague or inappropriate. No evidence