NOTE: This assignment is based on medical/surgical ward, as I am working or doing placement in medical/surgical ward
NOTE: This assignment is based on medical/surgical ward, as I am working or doing placement in medical/surgical ward
Online Module One
Online Module 1
Distinguish the roles and responsibilities of a nurse in the selected specialty practice area. [LO 1]
In this module you will explore the role of the specialist nurse.
You will be asked identify some of the physical and emotional safety issues related to the specialty and determine some strategies you can use to keep yourself (and your patient) safe.
The module will conclude with an examination of the legal aspects associated with the specialty, both in terms of your responsibilities and the responsibilities of the employer.
In Australia, specialist nursing usually requires a post-graduate qualification (Jokiniemi, Pietilä, Kylmä & Haatainen, 2012). However, as registered Nurses you can work in any area of nursing, so what defines specialty practice? What is the difference between a nurse practitioner and an advanced practice nurse as opposed to someone who has worked in same clinical area for 10 years or someone who has a postgraduate certificate or Diploma in specialty area?
To get you started, the following article may address some of these questions for you:
Jokiniemi, K., Pietilä, A., Kylmä, J., & Haatainen, K. (2012). Advanced nursing roles: A systematic review. Nursing & Health Sciences, 14(3), 421-431.
Roles and Responsibiity
The roles and the responsibilities (scope of practice) of the registered nurse are defined by the Nursing & Midwifery Board of Australia (NMBA) in consultation with industry and other governing nursing bodies. The NMBA also have definitions pertaining to nurse practitioners and advanced practice nurses.
The following will help you establish a basis for your reflection and enable you to complete the activity:
Fact Sheet: Advanced nursing practice and specialty areas within nursing
Shields (2013) discusses the role of the nurse in a reflective personal essay that makes for interesting reading on how nursing is viewed and where Australian nursing fits in the global scene. It makes for a good introduction to the elective and to the module. Please read this article: Shields, L. (2013). A personal essay on the role of the nurse. Contemporary Nurse: A Journal for the Australian Nursing Profession, 43(2), 213-218.
Having read the above resources it is time to explore what you know and understand about the role of the specialty nurse within your clinical practice area. Consider what you already know in relation to the NMBA standards of practice for registered nurses (2016). If all registered nurses need to meet these standards then what more is expected of someone with specialty experience?
To explore the role of the specialist nurse in the area of your elected specialty:
- Locate, read and reflect on the standards that guide the practice of nurses in your specialty area (these can often be found on the relevant specialty association webpage) – this is important!!
- Find the job description for a clinical nurse in your specialty area and read it.
- Identify the characteristics of the role that are beyond the generic description of the role of a registered nurse, that is, identify what makes the person a specialist in the area.
- What is the difference between a clinical nurse specialist (CNS), advanced nursing practice and advanced practice nursing?
- If possible speak to a nurse who currently practices in a specialty area. Ask him/her how they acquired the knowledge and skills that makes a specialist in the area. You might ask them about what facilitators and barriers they dealt with in the course of developing their specialty knowledge.
- Write down some key messages you learned from these activities.
Physical and emotional safety
Staying safe physically is important and discussed frequently. Nurses are very aware of issues such as manual handling competencies and workplace health and safety issues, but perhaps not as aware of emotional safety issues. We will explore both in this section, but place it in the local context, by examining the environment you are working in.
To get you thinking, explore the Australian Nursing & Midwifery Federation website on Workplace Health & Safety and Workers Compensation.
The next reading is an systematic review looking at stress in the Australian nursing workforce.
Lim, J., Bogossian, F., & Ahern, K. (2010). Stress and coping in Australian nurses: a systematic review. International Nursing Review, 57(1), 22-31. doi:10.1111/j.1466-7657.2009.00765.x
Next, compare the findings of the more recent study, to those of the systematic review by Lim, Bogossian and Ahern (2010):
Gifkins, J., Loudoun, R., & Johnston, A. (2017). Comping strategies and social support needs of experienced and inexperienced nurses performing shiftwork. Journal of Advanced Nursing, 73(12), 3079-3089. 10.1111/jan.13374
This final link discusses the concept of ‘burnout‘, and although the focus is on medical burnout, the author makes some important and relevant points that can be applied to nursing (updated 2015).
Exploring safety issues in your specialty area:
- If you can, talk to a nurse/ medical practitioner from your chosen specialty and ask them what safety issue, whether physical or emotional, concerns them the most. If you are not on placement yet, engage with some of your tutors/ lecturers who may have experience teaching or practicing in these areas;
- Find one primary researcharticle from the past 5 years that examines this issue in an Australian nursing context (if possible), read it and document a brief summary of the findings;
- In your summary mention one strategy identified from your reading that will help you to keep yourself safe from this risk.
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Legal Obligations
As you will be well aware by now, nursing is subject to a number of legal and ethical imperatives. We operate under a nursing code of conduct and a specific act of parliament. These codes and laws are designed to protect patients and clients, but also nurses. The profession of the nurse is protected by law, and the title of nurse cannot be used without proper qualification and registration by an accredited authority.
But nurses also operate under other legal requirements: mandatory reporting of suspected child or elder abuse.
Here is a link to the mandatory reporting requirements for suspected child abuse in the different states and as you can see it is not consistent across states either. http://www.aifs.gov.au/cfca/pubs/factsheets/a141787/
And here is another link to an article exploring issues of financial abuse of older adults in residential aged care.
Tilse, C., & Wilson, J. (2013). Recognising and responding to financial abuse in residential aged care. The Journal of Adult Protection, 15(3), 141-152. doi:https://ift.tt/2xtEvfB
There may be specific legal obligations associated with your specialty area of practice.
- Talk to experienced nursing staff, lecturers or tutors about legal obligations specifically related to your chosen specialty. It may not necessarily be mandatory reporting issues, but be related to other issues. Areas to explore may be confidentiality issues when a person is cognitively impaired or underage, has a positive HIV status and is sexually active, and so on. For this section you can think outside the square about legalities of what nurses can and cannot do.
- Identify one aspect of your legal obligations related to your specialty and write a short paragraph on how you would ensure you honour your legal obligations while working in this area.
Online Module Two
Assessment task 3
Module two looks specifically at the rights of patients/clients and in more depth the rights of carers in the process of treatment and recovery. It raises some questions about how the nursing profession views and deals with the rights of the carers and their need for information, particularly in the context of patients/clients who may lack insight in their care needs.
For your assessment: Write 600 words on your understanding of the dilemma of providing information to carers while considering the confidentiality concerns relating to the patient/client. Don’t forget to consider the ethical implications in your consideration of the issues (ethical vs. legal dilemma for nurses). Ensure it is specifically related to the specialty area that you are/will be completing your placement in.
Submission – Part A: Your written answer should be clearly labelled with module 2 and placed in a single document (that will include module 1 written answer) and uploaded in the relevant drop box in assessment block (Assessment 3: Part A includes answers to module 1 AND 2).
Online Module Two
Online Module 2 – Activities and Readings
Where do carers stand in healthcare law and ethics? It is important to understand that while the holistic approach to healthcare is preferred it is hard to balance the rights of all parties. What is the nurse’s role in ensuring carers and patients/clients have a say and that all opinions are respected? Sharing of information is fundamental to this consideration. The carers play an important role in providing information to health care professionals but do they have any rights to be considered in the decision making of care if there is no legal directive? The patient/client has rights but do the carers have rights as well? Further to this ethical dilemma, theories are often at the foundation of nurse’s approach to care. Ethics of Care theory claims that moral agents (carers, clients, health care professionals and institutions) are not separate entities and that the application of universal ethics is not inappropriate. This theory is based on consensus ethics which incorporates the views of all involved in care (Buchanan, Cooper & Fielding et. al, 2012).
Read the following articles as a starting point, there are many similar articles out there that you can source for further reading. It might be good idea to bring out your ethics text book again and revise the ethical theories related to this matter. Once you have completed the readings undertake the activities to find information on how the institution you are working views these issues, then complete the component of the assessment task.
READINGS
Gold, M., Philip, J., McIver, S., & Komesaroff, P. A. (2009). Between a rock and a hard place: exploring the conflict between respecting the privacy of patients and informing their carers. Internal Medicine Journal, 39(9), 582-587. doi:10.1111/j.1445-5994.2009.02020.x
Now, taking into consideration what you have read, explore the Australian Government policies and strategies for carers.
Some other useful documents to explore (be sure that these are relevant to your home state or territory):
- Guardianship and Administration Act (Victoria, 1986);
- Guardianship Act (NSW, 1987);
- Guardianship and Administration Act (Brisbane, 2000);
- Australian Charter of Healthcare Rights;
- International Council of Nurses Code of ethics for nurses (2012)
- NMBA Code of Conduct for Nurses (2018);
- NMBA Registered Nurse Standards for Practice for Nurses (2016).
Please note that this list is far from extensive. You will be expected to research much more broadly to do well in the assessment component for this module (Module 2).
ACTIVITY
Most health care organisations have a patient charter or similar document that is given to patients or clients in the care of the organisation, to explain their rights.
- If you know your placement allocation, go to the organisation website, find the document for your specialty area and read it.
- If you don’t know where you are going, explore the page of a major public or private healthcare organisation in your area to find this document.
- Consider, who is it aimed at and does it include the rights of the carers as well?
- Is the organisational charter prescriptive in nature allowing no room for flexibility based on ethical considerations?
It would also be worth finding out if the healthcare organisation has specific policies to cover the rights of patients/clients and their carers. If you are able:
- Go to the organisation’s policies and procedures manual or web page, and find out what the relevant policies are.
- Are there policy for each party or just a general policy that is inclusive, again is there flexibility in the policy
Jot down some note to these points as they will assist you in completing the assessment component for this module (Module 2). Take note also what evidence or parliamentary acts these policies/ charters are informed by, as these may prove useful too!
Online Module Three
Readings and Activites
For this module you are asked to explore some of the writings in the public domain on how people have made meaning of their health related issues.
Exploring how people perceive a variety of issues in health, illness and dying may help us make meaning of it, both in terms of our own views on these concepts, and in terms of how the people in our care or people related to those in our care, may respond to alterations in health and experience illness.
Reflection is not a new concept, the ancient Greek philosopher Plato insisted that reflection and ultimately change was important component of our humanity. Reflection is not an artificial technique it is inherently human and reflection and action are the impetus for change and personal improvement (Daly, Speedy & Jackson, 2014). This being said in order to reflect fully we must know ourselves well, our drive, ambition and prejudices if we are going to understand others fully.
WATCH
Here are some examples to get you started.
READING
The following article relates to informal carer, while the article is based in Europe there is relevance to Australian Health care system with increasing number of community and home services
Plank, A., Mazzoni, V., & Cavada, L. (2012). Becoming a caregiver: new family carers’ experience during the transition from hospital to home. Journal Of Clinical Nursing, 21(13/14), 2072-2082. doi:10.1111/j.1365-2702.2011.04025.x
ACTIVITY
Find three articles from magazines, journals, blogs, online postings (most numerous), where the person writes about the meaning an illness has had for them. Preferably this will be from your area of specialty practice however this may prove difficult for some specialties in this case pick a specialty area that interests you where there is information available. Choose one article each from the following perspectives or points of view.
- From the perspective of the person being cared for
- From the perspective of the person closest to them (partner, parent, child, etc)
- From the perspective of a health professional caring for such a person
Choose one of these readings and write a reflection on how it has changed your perspective or given you some insight into the meaning illness has for a particular person.
When writing your reflection make sure you consider your own perceptions, morals and ethics.
Assessment task 3: Online Modules
Students are required to complete and submit the three (3) online modules. The online modules cover a range of content, which should be related to the clinical specialty practice of your choice. Each module is designed to help you achieve learning outcomes set for the unit, or to enhance your learning related to your placement. Each module has an activity attached which the students are required to complete.
Module 1
Module one looked at the specific rights and responsibilities of the registered nurse in a specialty clinical area, from the perspective of keeping the nurse and her/his patients/clients physically and emotionally safe. It also raised the issue of legal responsibilities and identified issues specific to the specialty area.
For your assessment: Write 600 words on an issue of safety or of legal responsibility that you explored in some depth, ensuring it is specifically related to the specialty area.
Module 2
Module two looks specifically at the rights of clients and in more depth the rights of carers in the process of treatment and recovery. It raises some questions about how the nursing profession views and deals with the rights of the carers and their need for information, particularly in the context of patients/clients who may lack insight in their care needs.
For your assessment: Write 600 words on your understanding of the dilemma of providing
information to carers while considering the confidentiality concerns relating to the
patient/client. Don’t forget to consider the ethical implications in your consideration of the issues.
Ensure it is specifically related to the specialty area.
Submission: This paragraph should be clearly labelled and with module 1 written components placed in
single document and uploaded in the relevant drop box in assessment block (Assessment 3: Part A).
Module 3
For this module, you are asked to explore some of the writings in the public domain on how people have made meaning of their health-related issues. In the module activity, you are asked to choose one of your readings (from one of the three perspectives listed) and write a reflection on how that has changed your
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perspective or given you some insight into the meaning illness has for a particular person. When writing your reflection make sure you consider your own perceptions, morals and ethics.
Preferably this will be from your area of specialty practice however this may prove difficult for some specialties in this case pick a specialty area that interests you where there is information available.
For your assessment:
Review and refine your reflection from the activity (on ONE of the readings) for this module to a 500 word submission using the 5 R’s of reflection (Bain, Ballantyne, Packer & Mills, 1999).
Your reflection should consider:
- How that has changed your perspective or given you some insight into the meaning illness has for that person;
- How you relate to this and make meaning of your own experiences;
- Your own perceptions, morals and ethics.
NOTE: For this assessment, it is not appropriate for you to reflect on a personal experience you have had relating to death, dying or illness, rather you MUST select an article from the prescribed list provided in
LEO.
Submission: This paragraph should be clearly labelled Module 3 and uploaded in the relevant drop box in
assessment block on LEO (Assessment 3: Part B).
Assessment criteria: | Further information pertaining to the case study can be found in |
the assessment block on LEO. Please also refer to the criterion | |
reference rubric below. | |
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APPENDIX D
Criterion Referenced Rubric: Assessment Task 3, Part A – Online Modules 1 & 2
Criteria for | High Distinction | High Distinction | Distinction | Credit | Pass | Unsatisfactory | Unsatisfactory | |||||||||
Marking | (95-100%) | (85-94%) | (75-84%) | (65-74%) | (50-64%) | (31-49%) | (0-30%) | |||||||||
Discussions | Cohesive and logical | Cohesive and logical | Cohesive and logical | Cohesive and | A logical discussion is | Minimal cohesion to | No cohesion to flow | |||||||||
discussions. | discussions. | discussions. | logical discussions. | presented with limited | flow of discussions. | of discussions. | ||||||||||
60% | Comprehensive and | Thorough and | Well-developed | Some attempt at | consideration of | Broad generalisations | Broad generalisations | |||||||||
insightful analyses | insightful analyses | analyses and | analysis and | alternative | are made. | are made. | ||||||||||
which presents a | which presents a | critiques from a | critique from a | viewpoints. | Discussions consist | Discussions consist | ||||||||||
diverse range of | diverse range of | diverse range of | range of | largely of personal | largely of personal | |||||||||||
perspectives. | perspectives. | perspectives. | perspectives | opinion, and/or the | opinion and/or the | |||||||||||
evident. | discussion lacks | selected topic is | ||||||||||||||
alignment to the | inappropriate | |||||||||||||||
required topic | ||||||||||||||||
Evidence to | Relevant, high quality | Relevant, high quality | Relevant, quality | Relevant literature | Some relevant | Minimal/irrelevant use | No use of the | |||||||||
support the | literature utilised with | literature utilised with | literature utilised with | used with erratic but | literature used with | of the literature | literature | |||||||||
analysis | sophisticated | detailed interpretation | consistent | appropriate | some attempt to | |||||||||||
30% | interpretation and | and analysis. | appropriate | interpretation & | interpret & apply the | |||||||||||
analysis. | interpretation & | application. | literature. | |||||||||||||
application. | ||||||||||||||||
Organisation, | Flawless | Excellent standard of | High standard of | Effective written | Adequate written | Marginal, written | Poor, written | |||||||||
Presentation and | presentation. | written | written | communication with | communication | presentation and | presentation and | |||||||||
Referencing | communication with | communication with | few errors of | although a number of | referencing, not at an | referencing, not at an | ||||||||||
Flawless use of APA | few errors of spelling | few errors of spelling | spelling and | spelling and | ||||||||||||
academic/professional | academic/profession | |||||||||||||||
referencing style in all | and grammar. | and grammar. | grammar | grammatical errors. | ||||||||||||
10% | standard. | al standard. | ||||||||||||||
instances. A range of | ||||||||||||||||
in-text citations has | Consistent accurate | Accurate use of APA | Accurate use of | APA referencing style | There are inaccuracies | There are several | ||||||||||
been used. | use of APA | referencing style on | APA referencing | is demonstrated | ||||||||||||
with the APA | inaccuracies with the | |||||||||||||||
referencing style in all | most occasions. A | style on most | inconsistently. There | |||||||||||||
instances. A range of | range of in-text | occasions. There is | is no variation of in- | referencing style. | APA referencing | |||||||||||
in-text citations has | citations has been | limited use of a | text citation format. | style. | ||||||||||||
been used. | used. | range of in-text | ||||||||||||||
citation formats. | ||||||||||||||||
APPENDIX E
Criterion Referenced Rubric: Assessment Task 3, Part B – Online Modules 3
Criteria for Marking | High Distinction | High Distinction | Distinction | Credit | Pass | Unsatisfactory | Unsatisfactory |
(95-100%) | (85-94%) | (75-84%) | (65-74%) | (50-64%) | (31-49%) | (0-30%) | |
Reporting and | Student has explicitly | Student has identified | Student has identified | Student has identified | Student has identified | Student has identified | Student hasn’t |
Responding | identified an | an appropriate critical | an appropriate critical | an appropriate critical | an appropriate critical | an appropriate critical | identified an |
5% | appropriate critical | incident or issue, and | incident or issue, and | incident or issue, and | incident or issue, and | incident or issue, but | appropriate critical |
incident or issue, and | has: | has: | has: | has: | has not explained | incident or issue. | |
has: | – Reported what | – Reported what | – Reported what | – Reported what | what was involved. | ||
– Reported what | happened or what the | happened or what the | happened or what the | happened or what the | |||
happened or what the | issue or incident | issue or incident | issue or incident | issue or incident | |||
issue or incident | involved. | involved. | involved. | involved. | |||
involved. | – Explained why it is | – Explained why it is | – Explained why it is | ||||
– Explained why it is | relevant | relevant | relevant | ||||
relevant | – Responded to the | – Responded to the | |||||
– Responded to the | incident or issue by | incident or issue by | |||||
incident or issue by | making observations | making observations | |||||
making observations | and expressing an | and expressing an | |||||
and expressing an | informed (referenced) | informed (referenced) | |||||
informed (referenced) | opinion | opinion | |||||
opinion | – Posed questions to | ||||||
– Posed questions to | address as a result of | ||||||
address as a result of | the incident | ||||||
the incident | |||||||
Relating | Student has explicitly: | Student has: | Student has: | Student has: | Student has: | Student has | The student has not |
15% | – Related or made a | – Related or made a | – Related or made a | – Related or made a | – Related or made a | unsuccessfully | made an effort to |
connection between | connection between | connection between | connection between | connection between | attempted to relate | relate (connect) the | |
the incident or issue | the incident or issue | the incident or issue | the incident or issue | the incident or issue | (connect) the incident | incident or issue to | |
and own skills, | and own skills, | and own skills, | and own skills, | and own skills, | or issue to their own | their own skills, | |
professional | professional | professional | professional | professional | skills, professional | professional | |
experience, or | experience, or | experience, or | experience, or | experience, or | experience or | experience or | |
discipline knowledge | discipline knowledge | discipline knowledge | discipline knowledge | discipline knowledge | discipline knowledge | discipline knowledge | |
– Commented on | – Commented on | – Commented on | – Commented on | ||||
aspects that they | aspects that they | aspects that they | aspects that they | ||||
have or have not | have or have not | have or have not | have or have not | ||||
experienced before | experienced before | experienced before | experienced before | ||||
– Analysed the | – Analysed the | – Analysed the | |||||
similarities and | similarities and | similarities and | |||||
differences between | differences between | differences between |
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the conditions of this | the conditions of this | the conditions of this | |||||||
environment and the | environment and the | environment and the | |||||||
conditions of other | conditions of other | conditions of other | |||||||
environments they | environments they | environments they | |||||||
have encountered | have encountered | have encountered | |||||||
– Explained the extent | – Explained the extent | ||||||||
to which their skills or | to which their skills or | ||||||||
knowledge will | knowledge will | ||||||||
enable them to deal | enable them to deal | ||||||||
with the incident or | with the incident or | ||||||||
issue | issue | ||||||||
Reasoning | Student has explicitly: | Student has: | Student has: | Student has: | Student has: | Student has: | Student has: | ||
25% | – Highlighted in detail | – Highlighted in detail | – Highlighted in detail | – Highlighted in detail | – Identified significant | Limited | |||
significant factors | significant factors | significant factors | significant factors | – Highlighted in detail | factors underlying the | understanding of the | |||
underlying the | underlying the | underlying the | underlying the | significant factors | incident or issue, but | incident or issue and | |||
incident or issue | incident or issue | incident or issue | incident or issue | underlying the | has not provided | its significance to | |||
– Explained and | – Explained and | – Explained and | – Explained and | incident or issue | details | their discipline | |||
analysed their | analysed their | analysed their | shown why they are | ||||||
importance | importance | importance | important | ||||||
– Referred to relevant | – Referred to relevant | – Referred to relevant | |||||||
theory and literature | theory and literature | theory and literature | |||||||
to support their | to support their | to support their | |||||||
reasoning | reasoning | reasoning | |||||||
– Considered different | – Considered different | ||||||||
perspectives – (eg | perspectives – (eg | ||||||||
theoretical or ethical) | theoretical or ethical) | ||||||||
in relation to this | in relation to this | ||||||||
issue | issue | ||||||||
Restructuring | Student has explicitly: | Student has: | Student has: | Student has: | Student has: | Student has: | Student has: | ||
15% | – Explained how and | – Explained how and | – Explained how and | – Explained how | – Explained how | – Provided an | – Not explained how | ||
why future practice or | why future practice or | why future practice or | future practice or | future practice or | Unsatisfactory | future practice or | |||
professional | professional | professional | professional | professional | attempt at reframing | professional | |||
understanding has | understanding has | understanding has | understanding has | understanding could | or reconstructing | understanding could | |||
been reconstructed | been reconstructed | been reconstructed | been reconstructed | be reconstructed | future practice or | be reconstructed. | |||
– Described how they | – Described how they | – Described how they | – Described how they | – Described how they | professional | ||||
would deal with this | would deal with this | would deal with this | would deal with this | would deal with this | understanding. | ||||
next time | next time | next time | next time | next time | |||||
– Elaborated on what | – Elaborated on what | – Elaborated on what | – Explained how | ||||||
might work and why | might work and why | might work and why | relevant literature | ||||||
– Identified different | – Identified different | – Explained how | supports their ideas | ||||||
options and/or | options and/or | theories or relevant | |||||||
scenarios and | scenarios and | literature support | |||||||
their ideas | |||||||||
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hypothesised | hypothesised | ||||||||
possible outcomes | possible outcomes | ||||||||
– Explained how | – Explained how | ||||||||
theories or relevant | theories or relevant | ||||||||
literature support | literature support | ||||||||
their ideas | their ideas | ||||||||
– Explored whether | – Explored whether | ||||||||
changes could be | changes could be | ||||||||
made to benefit other | made to benefit other | ||||||||
stakeholders | stakeholders | ||||||||
Integration of | The student has | The student has | The student has | The student has | The student has | The student has | The student has not | ||
Reflective | explicitly | successfully | successfully | integrated all of the | integrated some but | unsatisfactorily | made an attempt to | ||
Components | and successfully | integrated each of the | integrated each of the | elements (reporting | not all of the | attempted to | integrate the | ||
30% | integrated each of the | elements (reporting | elements (reporting | and responding, | elements (reporting | integrate the | elements (reporting | ||
elements (reporting | and responding, | and responding, | relating, reasoning, | and responding, | elements (reporting | and responding, | |||
and responding, | relating, reasoning, | relating, reasoning, | and reconstructing) | relating, reasoning, | and responding, | relating, reasoning, | |||
relating, reasoning, | and reconstructing) of | and reconstructing) of | into a cohesive | and reconstructing) | relating, reasoning, | and reconstructing) of | |||
and reconstructing) of | the reflection. | the reflection. | reflection. | into a cohesive | and reconstructing) of | the reflection. | |||
the reflection. | There is evidence | There is evidence | reflection. | the reflection. | |||||
There is evidence | that the | that the | |||||||
that the | reconstruction builds | reconstruction builds | |||||||
reconstruction builds | on each of the other | on each of the other | |||||||
on each of the other | elements. | elements. | |||||||
elements. | The four elements | ||||||||
The four elements | are linked clearly, | ||||||||
are linked clearly, | cohesively, and | ||||||||
cohesively, and | logically. | ||||||||
logically. | |||||||||
Organisation, | Flawless | Excellent standard of | High standard of | Effective written | Adequate written | Marginal, written | Poor, written | ||
Presentation and | presentation. | written | written | communication with | communication | presentation and | presentation and | ||
Referencing | communication with | communication with | few errors of spelling | although a number of | referencing, not at an | referencing, not at an | |||
Flawless use of APA | few errors of spelling | few errors of spelling | and grammar | spelling and | |||||
academic/profession | academic/profession | ||||||||
referencing style in all | and grammar. | and grammar. | grammatical errors. | ||||||
al standard. | al standard. | ||||||||
10% | instances. A range of | Accurate use of APA | |||||||
in-text citations has | Consistent accurate | Accurate use of APA | referencing style on | APA referencing style | There are | There are several | |||
been used. | use of APA | referencing style on | most occasions. | is demonstrated | |||||
inaccuracies with the | inaccuracies with the | ||||||||
referencing style in all | most occasions. A | There is limited use | inconsistently. There | ||||||
instances. A range of | range of in-text | of a range of in-text | is no variation of in- | APA referencing | APA referencing | ||||
in-text citations has | citations has been | citation formats. | text citation format. | style. | style. | ||||
been used. | used. | ||||||||
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