Written Industry Reflection
Assessment Task 1: Written Industry Reflection
All students are required to attend an interview when applying for a New Graduate Program or a Registered Nurse Position. As part of the interview process you will be required to reflect on your past clinical experiences when answering interview questions .: For this assessment task students are required to select one of the following interview questions:
1. How has your training prepared you for a nursing career?
2. What do you feel you contribute to your patients?
3. How would you handle a patient who constantly complains about pain?
Using the E.A.R (event, action, result) interview method and your reflective skills provide a written (800 word) summary to this question. You are also required to refer to the criterion referenced rubric on page 15 of the unit outline. This rubric will also form the basis of your feedback for this assessment item format: 800 words
• Demonstrated high level interpersonal, verbal and written communication skills.
• Demonstrated clinical knowledge and clinical problem solving abilities.
• An understanding of and ability to work within an interdisciplinary team.
• An understanding of the professional, ethical and legal requirements of the Registered Nurse or Registered Midwife.
• An understanding of risk management, safety and quality improvement principles and the role of the Registered Nurse/ Midwife in applying these principles
• A demonstrated understanding of NSW Health’s CORE Values (Collaboration, Openness, Respect and Empowerment)
Event – The specific event or situation you were in. Make it as recent and relevant as possible from the same industry in a current role or a recent clinical placement
Action – The action or steps you took to resolve this situation. It should show your clinical competence in the selected skill you are asked about
Criterion Referenced Rubric: Assessment 1, Written Industry Reflection Total 50 marks
weighting 20% High Distinction Distinction Credit Pass Fail
Reporting and Responding
10% Student has identified an appropriate critical incident or issue related to their chosen interview question. The student has reported what happened or what the issue of incident involved. Explained why it is relevant. Responded to the incident or issue by making observations and expressing an informed (referenced) opinion. Posed questions to address as a result of the incident. Student has identified an appropriate critical incident or issue related to their chosen interview question. The student has reported what happened or what the issue or incident involved. Explained why it is relevant. Responded to the incident or issue by making observations and expressing an informed (referenced) opinion Student has identified an appropriate critical incident or issue related to their chosen interview question. The student has reported what happened or what the issue or incident involved. Explained why it is relevant Student has identified an appropriate critical incident or issue related to their chosen interview question. The student has reported what happened or what the issue or incident involved. Student has identified an appropriate critical incident or issue, but has not explained what was involved or how it related to their chosen interview question.
Relating
20% Student has: Related and explained the incident or issue to their own skills, professional experience, or discipline knowledge and commented on aspects that they have or have not experienced before. Analysed the similarities and differences between the conditions of this environment and the conditions of other environments they have encountered. Student has: Related incident to own skills, professional experience, or discipline knowledge. Commented on aspects that they have or have not experienced before Analysed the similarities and differences between the conditions of this environment and the conditions of other environments they have encountered Student has: Related or made a connection between the incident or issue and own skills, professional experience, or discipline knowledge Commented on aspects that they have or have not experienced before Student has: Related or made a connection between the incident or issue and own skills, professional experience, or discipline knowledge Student has unsuccessfully attempted to relate (connect) the incident or issue to their own skills, professional experience or discipline knowledge
Reasoning
20% Student has: Highlighted in detail significant factors underlying the incident or issue Explained and analysed their importance Referred to relevant theory and literature to support their reasoning Considered different perspectives – (e.g. theoretical or ethical) in relation to this issue Student has: Highlighted in detail significant factors underlying the incident or issue Explained and analysed their importance Referred to relevant theory and literature to support their reasoning Student has: Highlighted in detail significant factors underlying the incident or issue Explained and shown why they are important Student has: Highlighted in detail significant factors underlying the incident or issue Student has: Identified significant factors underlying the incident or issue, but has not provided details
Reconstructing
30% Student has: Explained how and why future practice or professional understanding has been reconstructed Described how they would deal with this next time. Explained how theories or relevant literature support their ideas Explored whether changes could be made to benefit other stakeholders Student has: Explained how and why future practice or professional understanding has been reconstructed Described how they would deal with this next time Explained how theories or relevant literature support their ideas Student has: Explained how future practice or professional understanding has been reconstructed Described how they would deal with this next time Explained how relevant literature supports their ideas Student has: Explained how future practice or professional understanding could be reconstructed Described how they would deal with this next time Student has: Provided an Unsatisfactory attempt at reframing or reconstructing future practice or professional understanding.
Integration of
Reflective Components
5% The student has successfully integrated each of the elements (reporting and responding, relating, reasoning, and reconstructing). There is evidence that the reconstruction builds on each of the other elements. The four elements are linked clearly, cohesively, and logically. The student has successfully integrated each of the elements (reporting and responding, relating, reasoning, and reconstructing). There is evidence that the reconstruction builds on each of the other elements. The student has integrated all of the elements (reporting and responding, relating, reasoning, and reconstructing). The student has integrated some but not all of the elements (reporting and responding, relating, reasoning, and reconstructing) into a cohesive reflection. The student has unsatisfactorily attempted to integrate the elements (reporting and responding, relating, reasoning, and reconstructing) of the reflection.
Sources and Referencing
5% Credible and relevant references are used. Accurate use of APA referencing style in all instances. Credible and relevant references are used. Accurate use of APA referencing style on most occasions. Credible and relevant references are used. Accurate use of APA referencing style on most occasions. There is limited use of a range of in-text citation formats. Credible and relevant references are used. Accurate use of APA referencing style on most occasions. There is no variation of in-text citation format. Not all references are credible and/or relevant. Many inaccuracies with the APA referencing style.
Sentence and Paragraph Structure/Intelligibility
5% The writing is organised into paragraphs, and the information is organised appropriately within the paragraph. Each paragraph relates to a discrete idea. There are clear linking sentences that link each paragraph to the next. The writing is organised into paragraphs, and the information is organised appropriately within the paragraph. Each paragraph relates to a discrete idea. There are clear linking sentences that link most paragraphs to the next. The writing is organised into paragraphs, and the information is mostly organised appropriately within the paragraph. Most paragraphs relate to a discrete idea. There are clear linking sentences that link paragraphs to the next. The writing is organised into paragraphs, and the information is mostly organised appropriately within the paragraph. Most paragraphs relate to a discrete idea. Not all paragraphs link to one another. There is evidence of paragraphs, however paragraph structure is disorganised, with no clear ideas, and no links.
Mechanics –
Grammar, Spelling and
Punctuation
5% There are no errors with grammar, spelling and punctuation that impact readability, and the meaning is easily discernible. The reflection reads without interruption. There are no errors with grammar, spelling and punctuation that impact readability, and the meaning is easily discernible. There are minimal errors with grammar, spelling and punctuation that impact readability, and the meaning is easily discernible. There are some errors with grammar, spelling and punctuation that impact readability. However, the meaning is readily discernible. There are substantial errors with grammar, spelling and punctuation that impact readability. The errors detract significantly, but the
Recommended references
Amer, K., S. (2013). Quality and safety for transformational nursing: Core competencies. New Jersey, USA: Pearson. ISBN 10: 0-13-272412-X or 13: 978-0-13-272412-8
Andre, K., & Heartfield, M. (2011). Nursing and midwifery portfolios: Evidence of continuing competence. (2nd ed.) Sydney: Elsevier Australia.
Borbasi, S., & Jackson, D. (2012). Navigating the maze of research: Enhancing nursing and midwifery practice. (3rd ed.). Sydney: Elsevier Australia.
Chang, E., & Daly, J. (Eds.) (2012). Transitions in nursing: Preparing for professional practice. (3rd ed.). Marrickville, NSW: Churchill Livingstone/Elsevier.
Courtney, M., & McCutcheon, H. (2010). Using evidence to guide nursing practice.(2nd ed.) Chatswood: Churchill Livingstone/Elsevier.
Daly, J., Speedy, S., & Jackson, D. (Eds) (2010). Contexts of nursing: An introduction. (3rd. ed.). Sydney: Churchill Livingstone /Elsevier.
Duckett, S., & Willcox, S. (2011). The Australian health care system. (4th ed.). South Melbourne, Vic.: Oxford University Press.
Fedoruk, M., & Hofmeyer, A. (2012). Becoming a nurse: Making the transition to practice.
Sth Melbourne: Oxford University Press.
(Note to students: This is available as an eBook you will need to purchase an access code from the Coop Bookshop at a special student rate. Please see your LIC for more information).
Nursing and Midwifery Board of Australia. (2013). Codes and guidelines. Retrieved from
http://www.nursingmidwiferyboard.gov.au/documents/