Assessment Ru
ic
CNA150: Foundations for Professional Practice 1 Assessment Task 1: Film Analysis – “Wit” Overall weighting: 40%
Semester 1, 2018
CRITERIA High Distinction (HD) Distinction (DN) Credit (CR) Pass (P) Fail (NN)
In your essay you have:
Describes and critiques
examples of effective and
ineffective therapeutic
communication (ve
al
and non-ve
al) portrayed
in the film
Weighting 35%
Demonstrated exceptional
knowledge and understanding of
therapeutic communication by
presenting a comprehensive
analysis of how this was portrayed
in the film
Drawn upon excellent examples of
effective and ineffective
communication from the film to
support your detailed critique
Demonstrated very good
knowledge and understanding of
therapeutic communication by
providing an in-depth analysis of
how this was portrayed in the film
Discussed various examples of
effective and ineffective
communication from the film to
support your critique
Demonstrated a good
understanding of therapeutic
communication by providing a
clear analysis of how this was
portrayed in the film
Used some examples of
effective and ineffective
communication from the film to
help illustrate key points
Demonstrated a reasonable
understanding of therapeutic
communication by providing a
satisfactory analysis of how this
was portrayed in the film
Used general examples of
effective and ineffective
communication from the film to
support your discussion
Demonstrated poor knowledge
and understanding of
therapeutic communication by
presenting a generic, superficial
or inaccurate analysis of how
this was portrayed in the film,
with limited examples of
effective and ineffective
communication from the film to
support your discussion
Uses reflection to identify
any gaps in knowledge or
skills, and proposes a
plan for
addressing/improving
these
Weighting 35%
Presented a clear and insightful
eflection about the impact of the
film on your own learning
Provided a detailed, logical and
achievable plan for improving your
knowledge and skills in
therapeutic communication and
person-centred practice
Presented an informative
eflection about the impact of the
film on your own learning
Provided a clear and feasible
plan for improving your
knowledge and skills in
therapeutic communication and
person-centred practice
Presented a good reflection
about the impact of the film on
your own learning
Provided a suitable plan/strategy
for improving your knowledge
and skills in therapeutic
communication
Used reflection to identify a few
ways in which the film impacted
on your own learning
Provided some ‘good ideas’ for
improving your therapeutic
communication, but the plan
equired further detail
Presented a superficial,
i
elevant or unclear reflection
about the impact of the film on
your own learning
Presented no (or a poorly-
developed) plan for improving
your therapeutic communication
Incorporates relevant
literature and resources to
justify observations
Weighting 20%
Extensively synthesised and
integrated credible and relevant
literature and evidence from a
variety of scholarly sources to
support your discussion and
substantiate key points and ideas
Integrated a variety of credible
literature and evidence to support
your discussion and substantiate
key points and ideas
Incorporated some relevant
eferences from a variety of
sources to support your
discussion and substantiate key
points and ideas
Used minimal literature and/or
evidence to support your
discussion. Utilised mainly
credible sources, but scope for
further integration
Used few or no references to
support your discussion and/or
failed to use credible academic
sources
Demonstrates academic
writing skills (structure;
grammar; referencing)
Weighting 10%
Consistently demonstrated a high
level of academic writing
Demonstrated careful planning,
with a clear and logical structure
that was virtually free from
spelling, grammatical and/or
terminology e
ors
Accurately used the Harvard
eferencing style for both in-text
citations and the reference list
Presented a well-structured
discussion in academic style, with
a clear and logical flow
Demonstrated good planning,
with co
ect spelling and
grammar, and appropriate
terminology used throughout
Provided a comprehensive
eference list and accurately
eferenced most sources using
the Harvard style
Presented a clear and logical
discussion in an appropriate
academic style
Minimal spelling or grammatical
e
ors, and mostly suitable use
of terminology
Accurately referenced the
majority of sources using the
Harvard style
Written reasonably clearly with
academic style and structure
eing mostly evident
Some inco
ect spelling, grammar
and/or terminology
Some e
ors in the application of
Harvard referencing style
Failed to present information in
an academic style, with
numerous spelling, grammatical
and/or terminology e
ors
Lacked clear and logical
structure and written expression
Used inco
ect referencing style
or made a large number of
eferencing e
ors
Week 1 Introduction to the unit and to the importance of communication as a health professional
Levett-Jones, Tracy 2014, Chapter 10. Key attributes of therapeutic communication (in) Levett-Jones, Tracy, Levett-Jones, Tracy: Critical conversations for patient safety : an essential guide for health professionals, Pearson Australia,, Frenchs Forest, NSW
Stein-Pa
ury, Jane. Chapter 3. Nurse as therapeutic agent (in) Stein-Pa
ury, Jane: Patient & person : interpersonal skills in nursing
Week 2 Communication in context - understanding self and others / person-centredness
Faguy, K., 2012, 'Emotional Intelligence in Health Care', Radiologic Technology, 83, 3, XXXXXXXXXX
McCormack, Brendan et al., 2015, 'Person-centredness - the 'state' of the art', International practice development journal , 5, Suppl., 1-15
Week 3: Communicating for quality & safety
Levett-Jones, Tracy 2014, Chapter 1. The relationship between Communication and patient safety (in) Levett-Jones, Tracy, Levett-Jones, Tracy: Critical conversations for patient safety : an essential guide for health professionals, Pearson Australia,, Frenchs Forest, NSW
Week 4: Therapeutic Communication
Levett-Jones, Tracy 2014, Chapter 10. Key attributes of therapeutic communication (in) Levett-Jones, Tracy, Levett-Jones, Tracy:
Week 5: Therapeutic Communication
Levett-Jones, Tracy 2014, Chapter 10. Key attributes of therapeutic communication (in) Levett-Jones, Tracy, Levett-Jones, Tracy: Critical conversations for patient safety : an essential guide for health professionals, Pearson Australia,, Frenchs Forest, NSW
Stein-Pa
ury, Jane. Chapter 3. Nurse as therapeutic agent (in) Stein-Pa
ury, Jane: Patient & person : interpersonal skills in nursing