Assessment task 2: Case Study Reflection HD DN CR PP NN Shows an ability to critically reflect on practice using Driscoll’s model of reflection (Weighting: 30%) Has all of the following: Excellent...

Assessment task 2: Case Study Reflection
HD DN CR PP NN
Shows an ability to
critically reflect on
practice using Driscoll’s
model of reflection
(Weighting: 30%)
Has all of the following:
Excellent adherence to each
eflective stage. Each
eflective stage expertly
uilds on previous stage.
Expertly embeds insights
into own practice
throughout reflection.
Has all of the following:
Good adherence to each
eflective stage. Each
eflective stage effectively
uilds on previous stage.
Demonstrates insight into
own practice into
eflection.
Has some of the following:
Good adherence to each
eflective stage. Each
eflective stage effectively
uilds on previous stage.
Demonstrates insight into
own practice into
eflection.
Has some of the
following: Vague
adherence to each
eflective stage.
Reflective stages not
effectively built on
previous stages.
Inconsistent evidence of
insight into practice.
Has two of the following:
Three reflective stages
not clearly articulated.
Reflective stages not
effectively built on
previous stages. Poor
evidence of insight into
practice.
Relates reflection back
to two key areas within
practice which can be
improved and identifies
strategies to improve
practice.
(Weighting: 40%)
Has all of the following:
The two areas chosen
explicitly link to student's
progression within a
professional standards
framework. Clearly
articulated strategies for
improvement. Excellent
eference to relevant
literature and Evidence
Based Practice (EBP).
Has all of the following:
Two key areas chosen
clearly link to student's
progression within a
professional standards
framework. Clearly
articulated strategies for
improvement. Very good
eference to relevant
literature and EBP.
Has some of the following:
Two key areas chosen with
link to student's
progression within a
professional standards
framework. Clearly
articulated strategies for
improvement. Good
eference to relevant
literature and EBP.
Has some of the
following: One of the key
areas not appropriate for
nursing student or no link
to student's progression
within a professional
standards framework.
Strategies for
improvement stated but
not overly clearly.
Inconsistent reference to
elevant literature and
EBP.
Has some of the
following: One or both of
the key areas not
appropriate for nursing
student and/or no link to
student's progression
within a professional
standards framework.
Strategies for
improvement not clear.
Little or no reference to
literature.
Communicates
effectively using a well-
structured and concise
writing style
(Weighting: 15%)
Has all of the following:
Exceptional sentence and
paragraph structure. No
grammatical or spelling
e
ors. Within word count.
Has all of the following:
Very good sentence and
paragraph structure.
Minimal grammatical or
spelling e
ors. Within
word count.
Has some of the following:
Very good sentence and
paragraph structure.
Minimal grammatical or
spelling e
ors. Within
word count.
Has some of the
following: Regular e
ors
in sentence and
paragraph structure.
Regular spelling and
grammatical e
ors.
Exceeds word count.
Has two of the following:
Illogical flow between
sentences and
paragraphs. Regular
spelling and grammatical
e
ors. Significantly
exceeds of word count.
References co
ectly
using the Harvard
Referencing system
(Weighting: 15%)
Has all of the following:
Demonstrates wide
engagement with the
literature through the
inclusion of multiple
scholarly sources to support
writing. Accurately
eferences all sources using
Harvard UTAS referencing
style. No inconsistencies in
eference list and in-text.
Has all of the following:
Demonstrates wide
engagement with the
literature through the
inclusion of at least six
scholarly sources to
support writing.
Accurately references all
sources using Harvard
UTAS referencing style.
No inconsistencies in
eference list and in-text.
Provides at least six
scholarly sources to
support writing. Accurately
eferences most sources
using Harvard UTAS
eferencing style. Some
inconsistencies in
eference list and in-text.
Provides less than six
scholarly sources to
support writing.
References some sources
using Harvard UTAS
eferencing style but
some absence of
eferenced material.
Some inconsistencies in
eference list and in-text.
Evidence of plagiarism.
Inconsistent in-text
eferencing and
eference list. Multiple
eferencing e
ors or
minimal references on
which to demonstrate
eferencing skills.

Assessment 2: Case Study Reflection Template
    Introduction:
    What? In this section, give a thorough description of the clinical scenario/encounter.  This should be something that challenged you on a professional or personal level whilst undertaking your first PEP.
    So What? This is an analysis of the event. How did you feel at the time and is this different to your feelings after the event? What did you do well and what could you have done better? What were the effects of what you did or didn’t do?
    Now What? You should identify what is the main learning you took from reflecting on your practice? What are the implications for you in future clinical practice based on what you have described and analysed? What two key areas within your practice can you improve and what help/strategies can you identify to assist you to modify your practice if a similar situation arises in your next PEP?
    Reference   List

Your reflection needs to be about you and what you have learnt through a process. Rather than outlining the co
ectness of an action, More interested to know why mistakes can be made or why things are done well.
 
 
· Shows an ability to critically reflect on practice using Driscoll’s model of reflection.
· Relates reflection back to two key areas within practice which can be improved and identifies strategies to improve practice.
· Communicates effectively using a well-structured and concise writing style
· References co
ectly using the Harvard Referencing system
 
In a nutshell, the reflections that do well are those that:
- Convince the reader that the writer has been challenged by an event or situation
- Convincingly relay the writer’s feelings (So What section)
- Demonstrate the writer’s insight into their own practice
- Complete the tasks required:
o Uses the stages effectively
o Chooses two key areas that have been informed by the experience.
o Links these areas to professional standards framework
o Identifies relevant and convincing strategies for improvement
o Uses EBP( evidence based practice)
o Adheres to the word count
 
 
 
1.Ability to use the steps of Driscoll’s model of reflection to demonstrate insight into your own practice
2. Ability to link your progression to a professional standards framework with strategies and links to EBP

Driscoll’s reflective cycle
 
What: In this section, give a
ief description of the scenario you chose to reflect on. In order for this to be a
ief description, it is likely that it will be an aspect of the scenario. This should be something that challenged you on a professional or personal level about the scenario. References are not required for this section.
 
So What: This is an analysis of the event and you will devote a greater portion of your writing to this section. In this section, you will need to describe how your chosen simulation made you feel. You will need to analyse why it made you feel like this, with reference to your completed or upcoming PEP. While refe
ing to PEP, you are encouraged to remain anchored on the scenario you have chosen. Remember, the link to PEP is more about how the experience of working as a student nurse (and your progression towards registration) makes you feel. While you may make reference to experiences, you should avoid introducing detailed descriptions of scenarios in this section. This section will typically be more heavily referenced. Remember, you are analysing your reaction and feelings towards a simulation, and your references should reflect this.
 
Now What: You should identify what is the main learning you took from reflecting on reaction to this simulation? What are the implications for you in future clinical practice based on what you have described and analysed? What two key areas within your practice can you improve and what help/strategies can you identify to assist you to modify your practice if a related situation arises in your next PEP? Again, this section will have references. As this section focuses more on the impact this exercise has had on your development as a student nurse, this section will likely include reference to standards that guide nursing practice.
 
Word count
The maximum word count for this assessment is 1200 words, which does not include the reference list. We suggest the following distribution of words to each section:
· Introduction: 50 words
· What: 200 words (or less)
· So what: 500 words
· Now what: 450 words