Approaches to Nursing
2.4 Assessment Details
2.4.1 Critical Reflection Essay
Weight: 30%
Type of Collaboration: Individual
Due: Week 4 - Monday 20th August, 2018 before 12 Midnight
Submission: Refer to Section 2.5 of the Learning Guide - General Submission Requirement
Format:
Length: 1000 words
Cu
iculum Mode:
Word count/duration:
There is a word limit of 1000 words. Use your computer to total the number of words used in your assignment.
However, do not include the reference list at the end of your assignment in the word count. In-text citations will be
included in the additional 10% word count. If you exceed the word limit by more than 10% the marker will stop
marking at 1000 words plus 10%.
Aim of assessment
Standard 1 of the NMBA Registered Nurse Standards for Practice outlines the requirement for nurses to use best
available evidence for safe, quality practice and to develop that practice through reflection on experiences, knowl-
edge, actions, feelings and beliefs. The aim of this essay is for students to critically reflect on a nursing related event
eported in the media and, using the NSQHS standards developed by ACQSHC (Australian Commission for Quality
and Safety in Healthcare), identify what nurses might do to improve their practice and reduce the risk of a similar e
or.
Details
Students must refer to the article titled ’Coroner recommends changes after blood mix-up patient death’ and NSQHS
Standard 2 - Partnering with Consumers for this assessment item. They are located under the Assessments tab on
the unit vUWS site in the Assessment 1 folder.
Using the GIBBS Reflective Cycle (Gi
s, 1988), reflect on this nursing-related event.
Students will write an appropriately structured essay that includes the following:
1. A comprehensive description of the critical incident.
2. An explanation of how the event made you feel and why it made you feel this way.
3. Evaluate the consequences of this critical incident for the health consumer (patient and their family).
4. Analyse the implications of this critical incident for your future nursing practice.
5. Identify and discuss new knowledge gained from this incident.
6. Develop an action plan to enhance your own learning from this incident.
The essay may be written impersonally in third person, but students may choose to write the reflection in the first
person.
Students should note that they cannot reference a personal reflective statement about how they felt, any actions
they took or decisions they made. However, if they refer to the concepts and theories of
other authors to inform their reflection processes (eg, the Gi
s Cycle), that discussion must be referenced in accor-
dance with APA 6th ed. referencing style.
Resources:
i. Examples may be available on the vUWS site.
ii. There are a number of textbooks and resources available through the Western Sydney University Li
ary that may
assist you. Please refer to the unit’s vUWS site for specific unit resources
Marking Criteria:
5
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Criteria 1
-Introduction
Contains
ackground
information, a
thesis statement
and an outline of
the main ideas to
e discussed.
Introduction
provides
comprehensive
ackground
information, a
concise thesis
statement and a
comprehensive
outline of the main
ideas to be
discussed in the
essay.
Introduction
provides thorough
ackground
information, a clea
thesis statement
and a thorough
outline of the main
ideas to be
discussed in the
essay.
Introduction
provides adequate
ackground
information, a
thesis statement
and a clear outline
of main ideas to be
discussed in the
essay, maybe with
lack of clarity in
places.
Introduction
provides some
ackground
information, a
thesis statement
and an outline of
main ideas to be
discussed in the
essay. However,
some of these
components may
not be well
presented.
Introduction
provides little o
vague background
information, no o
non-comprehensive
thesis statement,
no or poorly
coordinated and
articulated main
ideas to be
discussed in the
essay.
Mark / XXXXXXXXXX2 and below
Criteria 2 -
Reflection
Describes the
critical incident,
describes how the
incident made you
feel and why you
felt this way and
evaluates the
implications of this
incident for the
health consumer.
Refers to
appropriate sources
(including NMBA
documents) to
support discussion.
Comprehensive
description of the
incident.
Comprehensive
description of how
the incident made
you feel and why
you felt this way.
Comprehensive
evaluation of this
incident for the
health consumer.
Discussion is
supported by
evidence-
ased/pee
e-
viewed/appropriate
academic sources
and three or more
NMBA documents.
Thorough
description of the
incident.
Thorough
description of how
the incident made
you feel and why
you felt this way.
Thorough
evaluation of this
incident for the
health consumer.
Discussion is
supported by
evidence-
ased/pee
e-
viewed/appropriate
academic sources
and more than two
NMBA documents.
Satisfactory
description of the
incident.
Clear description of
how the incident
made you feel and
why you felt this
way.
Clear evaluation of
this incident for the
health consumer.
Discussion is
supported by
evidence-
ased/pee
e-
viewed/appropriate
academic sources
and NMBA
documents.
Basic description of
the incident.
Basic description of
how the incident
made you feel and
why you felt this
way.
Mostly descriptive
evaluation of this
incident for the
health consumer.
Discussion is
supported by
evidence-
ased/pee
e-
viewed/appropriate
academic and
NMBA documents.
Minimal or no
description of the
incident.
Minimal or no
description of how
the incident made
you feel and why
you felt this way.
Minimal or no
evaluation of this
incident for the
health consumer.
Discussion is not
supported by
evidence-
ased/pee
e-
viewed/appropriate
academic sources
and NMBA
documents.
Mark / XXXXXXXXXX2 and below
Criteria 3 - Analysis
Analyse learning
from the critical
incident, identifies
what you can do to
enhance own
learning and
develops an action
plan to prevent the
e
or from
eoccu
ing.
Refers to
appropriate sources
(including ACQSHC
Standards
documents) to
support discussion.
Comprehensive
analysis of learning
from the incident.
Comprehensive
identification what
you can do to
enhance own
learning and
develops an action
plan to prevent the
e
or from
eoccu
ing.
Discussion is
supported by
appropriate
academic sources;
including at least
five peer reviewed
journal articles plus
elevant ACQSHC
Standards
document.
Thorough analysis
of learning from the
incident.
Thorough
identification what
you can do to
enhance own
learning and
develops an action
plan to prevent the
e
or from
eoccu
ing.
Discussion is
supported by
appropriate
academic sources;
including at least
four peer reviewed
journal articles plus
elevant ACQSHC
Standards
document.
Satisfactory
analysis of learning
from the incident.
Clear identification
of what you can do
to enhance own
learning and
develops an action
plan to prevent the
e
or from
eoccu
ing.
Discussion is
supported by some
appropriate
academic sources;
including at least
three peer reviewed
journal articles plus
elevant ACQSHC
Standards
document.
Basic analysis of
learning from the
incident.
Basic identification
of what you can do
to enhance own
learning and
develops an action
plan to prevent the
e
or from
eoccu
ing.
Discussion is
supported by
appropriate
academic sources;
including at least
two peer reviewed
journal articles plus
elevant ACQSHC
Standards
document.
Minimal or no
analysis of learning
from the incident.
Minimal or no
identification of
what you can do to
enhance own
learning and
develops an action
plan to prevent the
e
or from
eoccu
ing.
Discussion does not
draw on relevant o
peer reviewed
sources or relevant
ACQSHC Standards
document.
Mark / XXXXXXXXXX XXXXXXXXXXand below
Criteria 4 -
Conclusion.
Summarises main
ideas raised in the
essay, restates
thesis statement
and concludes with
a final statement.
Conclusion clearly
and concisely
summarises all the
main ideas raised
and restates thesis
statement.
Conclusion clearly
summarises all the
main ideas raised
and restates thesis
statement.
Conclusion
satisfactorily
summarises main
ideas raised, and
attempts to restate
thesis statement.
Conclusion
summarises most
main ideas raised.
Thesis statement is
estated, but may
e repetitive or not
clear.
Conclusion does
not attempt to
summarise the main
ideas raised. Thesis
statement is not
estated, o
identified.
Conclusion not
evident.
Mark / XXXXXXXXXX2 and below
6
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Criteria 5 -
Presentation.
Uses language
conventions,
appropriate
paragraph structure
and APA 6th ed.
eferencing style.
Legible presentation
of text with
conventional
spelling, gramma
and punctuation.
Minimal use of
direct quotes.
Appropriately
constructed and
e�ectively linked
paragraphs that
match the sequence
outlined in the
introduction.
References
consistently follow
APA 6th ed. style
with flawless
eferencing.
Legible presentation
of text with
conventional
spelling, gramma
and punctuation,
though with mino
e
ors. Direct
quotes used
sparingly.
Appropriately
constructed and
mostly e�ectively
linked paragraphs
that match the
sequence outlined
in the introduction.
References
consistently follow
APA 6th ed. style
with no e
ors.
Some e
ors in
spelling,
punctuation and
grammar, but they
do not interfere
with meaning.
Direct quotes used
sparingly.
Mostly
appropriately
constructed and
mostly e�ectively
linked paragraphs
that match the
sequence outlined
in the introduction.
References do not
consistently follow
APA 6th ed. style
with minimal e
ors
Some e
ors in
spelling,
punctuation and
grammar that
occasionally
interfere with
meaning. Ove
eliance on direct
quotes.
Mostly
appropriately
constructed
paragraphs but few
e�ective links, o
they do not match
the sequence
outlined in the
introduction.
References provided
ut not according
to APA 6th ed.
style. Some
eferences missing
or inco
ect.
Non-conventional
spelling,
punctuation and
grammar that
frequently interfere
with meaning. Ove
eliance on direct
quotes.
Poorly constructed
paragraphs with
few e�ective links;
does not match the
sequence outlined
in the introduction.
References
inadequate and
frequent e
ors in
eferencing style.
No reference list.
Mark / XXXXXXXXXX2 and below
7
Approaches to Nursing
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Criteria 1
-Introduction
Contains
ackground
information, a
thesis statement
and an outline of
the main ideas to
e discussed.
Introduction
provides
comprehensive
ackground
information, a
concise thesis
statement and a
comprehensive
outline of the main
ideas to be
discussed in the
essay.
Introduction
provides thorough
ackground
information, a clea
thesis statement
and a thorough
outline of the main
ideas to be
discussed in the
essay.
Introduction
provides adequate
ackground
information, a
thesis statement
and a clear outline
of main ideas to be
discussed in the
essay, maybe with
lack of clarity in
places.
Introduction
provides some
ackground
information, a
thesis statement
and an outline of
main ideas to be
discussed in the
essay. However,
some of these
components may
not be well
presented.
Introduction
provides little o
vague background
information, no o
non-comprehensive
thesis statement,
no or poorly
coordinated and
articulated main
ideas to be
discussed in the
essay.
Mark / XXXXXXXXXX2 and below
Criteria 2 -
Reflection
Describes the
critical incident,
describes how the
incident made you
feel and why you
felt this way and
evaluates the
implications of this
incident for the
health consumer.
Refers to
appropriate sources
(including NMBA
documents) to
support discussion.
Comprehensive
description of the
incident.
Comprehensive
description of how
the incident made
you feel and why
you