ASSESSMENT 3: Reflection on Registered Nurse Standards for Practice

Weighting:

50%

Length and/or format:

1500 words

Purpose:

Nurses and midwives must be registered with the Nursing and Midwifery Board of Australia (NMBA) and meet the NMBA's professional standards in order to practise in Australia. As a Registered Nurse you will be required to participate in critical thinking and professional development while demonstrating these standards in your practice.

Assessment task:

Critically reflect on relevant clinical nursing experience/sfrom your Bachelor of Nursing practicum. Relate the significance of this experiential learning to TWO of the NMBA (2016) Registered Nurses Standards for Practice. Produce a written reflection that demonstrates critical reflection considering the NMBA standards and your experience/s. Ensure your discussion is supported with evidence-based literature.

Return of assignment:

Grades and feedback will be made available through Turnitin in accordance with ACU policy.

Assessment criteria:

The criterion referenced rubric on page 13 should be used to guide your reflective writing. This rubric will also form the basis of your feedback for this assessment item.

Assessment criteria:

The criterion referenced marking rubric can be found on page 14 of unit outline. This rubric will also form the basis of your feedback for this assessment item.

Criterion Referenced Rubric: Assessment 3 Reflection on Registered Nurse Standards for Practice

Criterion High Distinction Distinction Credit Pass Fail
Interpretation & Reflection 35 % Has chosen two NMBA (2016) standards and linked them to experiences from undergraduate clinical placement.

Revisiting an event or knowledge with intent to re-organise and/or do something differently. Asking of fundamental questions and challenging personal assumptions leading to a change in practice or understanding.

Social and ethical issues are taken into consideration. Considers the much wider picture.
Has chosen two NMBA (2016) standards and linked them to experiences from undergraduate clinical placement.

Revisiting an event or knowledge with intent to re-organise and/or do something differently. Asking of fundamental questions and challenging personal assumptions leading to a change in practice or understanding.
Has chosen two NMBA (2016) standards and linked them to experiences from undergraduate clinical placement.

Goes beyond reflective description with or without explanation, Looking for relationships between pieces of experience or knowledge, evidence of cycles of interpreting and questioning, consideration of different explanations, hypothesis and other points of view.
Has chosen two NMBA (2016) standards and linked them to experiences from undergraduate clinical placement.

Description including justification or reasons for action or interpretation, but in a reported or descriptive way. No alternate explanations explored, limited analysis and no change of perspective.
Has not chosen two NMBA (2016) standards. Provides weak connections and links between standards (NMBA) and experiences from undergraduate clinical placement.

Description or statement about events without further elaboration or explanation. Not reflective.
Analysis & Evaluation 35% Discussion provides excellent analysis and evaluation of associated professional issues inherent in the two chosen standards and identified examples of clinical placement experience. Discussion demonstrates deep insight and comprehension. Provides thorough analysis and evaluation of the professional issues inherent in the two chosen standards and identified examples of clinical placement experience; Discussion demonstrates insight and comprehension. Provides sound analysis and evaluation of the professional issues inherent in the two chosen standards and identified examples of clinical placement experience; Discussion demonstrates comprehension. Discussion provides basic analysis and evaluation of associated professional issues inherent in the two chosen standards and identified examples of clinical placement experience; Discussion demonstrates basic knowledge. Discussion provides minimal or no analysis and evaluation of associated professional issues; exhibiting minimal knowledge.
Evidence 10 % Provides extensive evidence in support of the response statement and/or provides clarifying evidence in support of alternative views. All evidence is from credible sources. Provides some evidence in support of the response statement and/or provides clarifying evidence in support of alternative views. Some evidence is from credible sources Provides some evidence in support of response statement. Some evidence is from credible sources Supportive information is taken from credible sources. Information is taken from sources that are not credible.
Referencing 10 % Accurate use of APA referencing style in all instances. A range of in-text citations has been used. Accurate use of APA referencing style on most occasions. A range of in-text citations has been used. Accurate use of APA referencing style on most occasions. There is limited use of a range of in-text citation formats Accurate use of APA referencing style on most occasions. There is no variation of in-text citation format Many inaccuracies with the APA referencing style.
Mechanics-grammar, spelling and punctuation 10 % There are no errors with grammar, spelling and punctuation, and the meaning is easily discernible. The essay reads without interruption. There are minimal errors with grammar, spelling and punctuation, and the meaning is easily discernible. There are some errors with grammar, spelling and punctuation. However, the meaning is readily discernible. There are substantial errors with grammar, spelling and punctuation. The errors detract significantly, but the meaning is discernible. Grammar, spelling and punctuation are such that the reader cannot make sense of the content.