NUR1201 The Patient Experience and Partnering in Care Criteria-Referenced Assessment (CRA): Assessment 1 Written Assignment 100 marks (Weighted at 50%) |
| Task: Age 40 Patient Experience and Partnering in Care (50%) 100 marks |
Concepts Patient Experience as a quality indicator of care level; Reflection and Partnering in care as a strategy to improve care; Nursing philosophies; Nursing Standards; National Safety and Quality Health Service Standards; Evidenced Based Practice (EBP)
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REFLECTIVE CYCLE
Stage 1: Description
| - Highly relevant, very well-structured, clear, balanced and concise: overview description of Age 40 patient experience
- Balanced - Focused on two highly relevant aspect
- Identifies Two (2) highly relevant themes to represent their ‘Description’
- highly relevant justification for two themes and supports with literature (2
| - Relevant well-structured, clear, balanced and concise: overview description of Age 40 patient experience.
- Balanced - Focused on two relevant aspects
- Identifies Two (2) relevant themes to represent their ‘Description’
- relevant justification for two themes and supports with literature (2)
| - Adequate: overview description of event; not always concise
- Balanced – focused on inadequate and adequate care; may not have been the two relevant aspects
- Identifies Two (2 adequate themes to represent their ‘Description’
- adequate justification for two themes and supports with literature (1)
| - Description of event is attempted and may contain too much detail and is wordy.
- Not balanced – focused on either inadequate or adequate care
- Identifies Two (2) themes, however they may not adequately represent their ‘Description’.
- Theme justification is attempted and supports with literature (1)
| - Absent, vague or limited: overview description of Age 40 patient experience.
- Did not identify Two (2) themes to represent their ‘Description’.
- absent, vague or inappropriate Justification
- does not support theme justification with literature (0)
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| Stage 2: Feelings and Thoughts | - Highly relevant and concise description and examination of their own 1. Feelings and 2. Thoughts as a person/nurse in relation to the patient care experience.
| - Relevant description and examination of their own
1. Feelings and 2. Thoughts as a nurse in relation to the patient care experience.
| - Adequate description and examination of their own 1. Feelings and 2. Thoughts as a nurse in relation to the patient care experience.
| - Description and examination focus on either their own
1. Feelings or 2. Thoughts as a nurse in relation to the patient care experience.
| - Absent, limited, unclear description and examination of their own feelings and thoughts as a nurse.
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| Stage 3: Values and Beliefs | - Highly relevant, logical clear and concise explanation on the values and beliefs that underpin their own feelings and thoughts as a person and a nurse.
- Supported by highly relevant literature (>3), including (3) nursing governance values and (1) belief
- Very clearly linked to Stage 1 & 2
| - Relevant, logical clear and concise explanation on the values and beliefs that underpin their own feelings and thoughts as a person/nurse.
- Supported by relevant literature (3), including nursing governance values (2) and (1) belief.
- Clearly linked to Stage 1 & 2
| - Adequate explanation on the values and beliefs that underpin their own feelings and thoughts as a person/nurse
- Adequately supported to relevant literature (2), including nursing governance values (1) and (1) belief.
- Adequate linkage to overview of event
| - Explanation of either own values or own beliefs that underpin their own feelings and thoughts as a person and or nurse was attempted.
- Supported by literature (1).
- Attempted linkage to overview of event
| - Limited or no explanation on their own values and or beliefs that underpin their own feelings and thoughts as a person and or nurse
- Not supported by literature
- Not linked to Stages 1 & 2
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| Stage 4: Analysis | High critically analyses of the event for this patient care experience:
Very clearly linked back to previous Stage 1, 2 & 3).
Very clearly supports analysis by consistently links to highly relevant literature (>4).
| Relevant, clear analysis of the event for this patient care experience:
Clearly linked backed to previous Stage 1, 2 & 3).
Clearly supports analysis by linking to relevant literature (4).
| Adequate analysis of the event for this patient care experience:
mostly linked back to Stages 1, 2 & 3)
OR
overview of event
Mostly supports analysis by linking to literature (3).
| General analysis of the event for this patient care experience: Sometimes linked to previous Stages 1, 2 & 3 may be somewhat evident.
OR
overview of event
Supports analysis by referring to literature (2). | Vague or unclear analysis for this patient care experience and topic focus. Not linked previous Stages 1, 2 & 3.
OR
overview of event.
Analysis is supported by literature (0 -1).
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| Stage 5: Conclusions drawn | Very clearly articulated Conclusions drawn in a balanced way - 2 highly relevant positive and 2 highly relevant negative indicators for directing partnering in care’ strategies
Very clearly linked to Stage 4.
| Clearly articulated Conclusions drawn in a balanced way - 2 relevant positive and 2 highly relevant negative indicators for directing partnering in care’ strategies
Clearly linked to Stage 4. | Mostly clear articulation of Conclusions Drawn – may or may be not balanced: either 2 positive and OR 2 negative indicators for directing partnering in care’ strategies
Mostly Linked to Stage 4.
| General articulation of Conclusions drawn – may not express as positive and or as negative indicators.
May not indicate these indicators are to direct partnering in care’ strategies.
Linkage to Stage 4 may not be clearly evident.
| 1 or Absent or vague positive/negative indicator/s
Does not discuss positive/negative indicator for directing partnering in care strategies
Not linked to Stage 4. |
| Stage 6: Action Plan | - Very appropriately selected a wide range of multileveled ways [4] - to partner with patients and their families – like the selected Age patient experience
- Very clearly justified these strategies and supports with literature (>4)
- Very clearly linked to Stage 5
| - Appropriately selected multileveled ways [3] - to partner with patients and their families – like the selected Age patient experience
- Clearly justified these strategies and supports with literature (4)
- Clearly linked to Stage 5
| - Selected ways [3] to partner with patients and their families at the patient/individual/family/friend level
- Adequately justified these strategies and supports with literature (3)
| - Selected ways [2] to partner with patients and their families at the patient/individual/family/friend level
- Justified these strategies with limited details and supports with literature (2 - 1)
- Linkage to Stage 5 may not be clearly evident.
| - Does not select two ways to partner with older patients like Mr. Taylor and his family (other than one on one interview)
- Does not justify the choice of these two strategies selected.
- Vague/Absent linkage to Stage 5.
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Academic structure writing and referencing skills
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Used the appropriate essay Structure as outlined in the assessment task:
Introduction
Body paragraphs
Conclusion
Reflective Essay style
Word count
Expression, spelling /grammar
| Introduction
Highly relevant and very clearly expressed:
- Thesis statement which is an argument position statement: that includes highly relevant literature / (theory); Gibbs 6 stage reflection cycle and one of the Age 40 patient experiences -scenarios.
- Orientates the reader: overview of main points that articulates very well into the assignment body
Body paragraphs
- Each main point links very clearly to the paragraph content & is free from in-text citation.
- The rest of the paragraph follows with evidence and is very well supported with in-text citation; examples; elaboration.
- Final sentence summarises paragraph content very well (comprehensive but succinct) and links to the next paragraph & is free from in-text citation.
Conclusion
Includes a summary and very clearly links back to support:
- Thesis statement
- Overview of main points
- Evidence of very strong synthesis of ideas linking all concepts and elements together
- Accurately adhered to essay style
- Adhered to word length (10% plus or minus)
- Very clear expression and no spelling or grammar errors
| Introduction
Relevant and clearly expressed:
- Thesis statement which is an argument position statement: that includes relevant literature / (theory); Gibbs 6 stage reflection cycle and one of the Age 40 patient experiences -scenarios.
- Orientates the reader: overview of main points that articulates well into the assignment body
Body paragraphs
- Each main point links clearly to the paragraph content & is free from in-text citation.
- The rest of the paragraph follows with evidence and is supported with in-text citation; examples; elaboration.
- Final sentence summarises paragraph content well (somewhat succinct and comprehensive) and links to the next paragraph & is free from in-text citation.
Conclusion
Includes a summary and very clearly links back to support:
- Thesis statement
- Overview of main points
- Evidence of strong synthesis of ideas linking most concepts and elements together
- Clear expression with 1-3 errors in spelling/grammar
| Introduction
A mostly relevant and mostly well expressed:
- Thesis statement which is an argument position statement: that includes highly relevant literature / (theory); Gibbs 6 stage reflection cycle and one of the Age 40 patient experiences -scenarios.
- Orientates the reader: overview of main points that adequately articulates into the assignment body
Body paragraphs
- Each main point links very clearly to the paragraph content & is free from in-text citation.
- The rest of the paragraph follows with evidence and is supported with in-text citation; examples; elaboration.
- Final sentence summarises paragraph content mostly (may be wordy) and links to the next paragraph & is free from in-text citation.
Conclusion
Includes a summary and very clearly links back to support:
- Thesis statement
- Overview of main points
- Evidence of adequate synthesis of ideas linking a few concepts and elements together
- Mostly clear expression and 4 spelling or grammar errors
| Introduction
A general introduction, with limited details
- Thesis statement which is an argument position statement is attempted: may or may not include relevant literature / (theory); and or Gibbs 6 stage reflection cycle and or one of the Age 40 patient experiences -scenarios.
- Brief overview of main points which are linked to assignment tasks
Or - Attempt an introduction and or did not follow introduction conventions. (For example, began their argument – body of essay and included in-text citation)
Body paragraphs
- Each main point links vaguely to the paragraph content & may contain in-text citation.
- The rest of the paragraph is occasionally followed with evidence and on occasion is supported with in-text citation; examples; very limited elaboration.
- Final sentence generally summarises paragraph content and / or May on occasion, link to the next paragraph; contained in-text citation.
Conclusion
Includes a summary and very clearly links back to support:
- Thesis statement
- Overview of main points
- Attempts synthesis of some ideas linking a couple of concepts and elements together
- Somewhat clear expression with 5 spelling or grammar errors
| Introduction
Did not include a:
- thesis statement which is an argument position statement: that did not include any literature; and or Gibbs 6 stage reflection cycle and did not select one of the Age 40 patient experiences -scenarios.
- Did not orientate the reader: did not provide an overview of main points which are linked to assignment tasks
Body paragraphs
Did not
- No main point to link to paragraph.
- The rest of the paragraph does not contain evidence and is not supported with in-text citation; examples; elaboration.
- No final sentence to summarise paragraph content and to link to the next paragraph.
Conclusion
Did not include a summary/ or was brief/or vague
- Did not adhere to essay style
- Did not adhere to word length (10% plus or minus)
- Did not include clear expression and had many (6 or more) spelling and grammar errors
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Pages: 4
Words: 890