NURBN3021- Peer Assessed Clinical Skills - Nursing Assignment Help

Assignment Task

Purpose: 
This assessment task assesses the application of individual clinical reasoning and competency skills for a randomised  clinical skill. Students will peer assess each other in pairs on their individual psychomotor skills for the undertaking of  a clinical skill. To promote reflective learning students are also required to submit a critical written reflection upon one  aspect of your undertaking of the assigned clinical skill to further enhance their learning. The purpose of this  assessment task is not focused on skill perfection alone, but also upon the student’s ability to develop capacity as an  independent reflective practitioner; a key element of professional practice as set out in the NMBA competencies. This  assessment task is therefore divided into two parts.  
Part 2A: Peer Assessed Clinical Skills Assessment 10% weighting overall 
Students will be randomly allocated into pairs at the time of this assessment, and will participate in a peer assessed  but facilitator directed undertaking of one of three skills also randomly allocated. At the beginning of the assessment,  students will randomly pick an unidentified skill envelope, marking guide and order of completion. The skills that are  included are: 
Undertaking a sterile CVAD dressing and daily flush 
Administration of an intravenous antibiotic infusion via burette 
Taking of a blood culture venepuncture sample under sterile techniques 
Throughout the simulation, students will be assessed on their ability to:  
Problem solve by displaying clinical reasoning skills 
Apply an appropriate step-by-step approach in performing the allocated skill 
Display therapeutic communication with the client 
In light of the random nature of allocating the skill, it is imperative that each student familiarises themselves and  practices all the three skills. Practice opportunities for all clinical skills as well as the practice of peer assessment will  be provided to students during scheduled laboratory time during the semester as well as theoretical and practical  resources on Moodle. An Academic staff member will be present to supervise the peer assessment process.  
Time: 
Each student will have 15 minutes to complete the assessment from start to finish. Following completion of both  assessments, of the pair will engage in a feedback and debrief session for 10 minutes  
Marking and feedback: 
Each skill is worth 10 mark (10% weighting). Achievement of satisfactory undertaking of allocated skill will result in 10  marks being given.  
In the event a student is assessed as unsatisfactory in key areas of error indicated in blue highlight on the marking  guide by their peer, a secondary assessment will be undertaken by the academic. In this instance, the student  requiring a second attempt to receive Satisfactory competency will receive a grade of 5/10. A student requiring three  or more attempts will receive a grade of 0/10 for this assessment.  
Students will be given preparation on the process of peer assessment as well as quality and constructive feedback. This will be based on theoretical content from NURBN3018.  
Students will be assessed on their individual undertaking of the skill by their peer using an objective marking guide.  See examples of the marking guides on page 6-9. These marking guides are adapted from Tollefson & Hillman  (2018). 
The academic facilitator will observe the process to ensure objectivity and fairness at all times
Part 2B: Critical Reflection 
Due Date: 
All students need to have completed this task for grading 3 weeks post their allocated Clinical Skills Assessment.  Please check Turnitin Link for your campus and mode. 
Word Limit: 1200-1500 words 
Submission: 
Uploaded via the TURNITIN submission link provided on Moodle. 
NOTE: If any student is experiencing difficulties with the submission of assessment tasks they should contact the  Course Coordinator prior to submission.  
Feedback & Marking: 
Results will be made available to students via the grade book on Moodle within 21 working days. University staff will  mark this assessment task. Pre-marking moderation will apply to this assessment task. Marking guide for this  assessment task is included on page 10. 
Description: 
Each student will submit a written 1200-1500 word critical reflection on one aspect of their designated skill. It is most  important that students begin to appreciate that a reflection is much more than simply a narration of what was done or  not done. In the context of clinical reasoning, a critical reflection is your thoughts on what was done and what  improvement is required for being a more effective and safe practitioner in your future practice.  
In order to facilitate this process, students need to be familiar with the Gibb’s Reflective Cycle. The written critical  reflection needs to be an individual piece of work by each student. Even though the same or similar elements may be  discussed in the reflection it must be submitted in each student’s own words. If the same work is submitted, plagiarism  penalties will apply. It is advisable that students write their reflection of this assessment task as soon as possible after  completing the task - while the event is fresh in your mind. 
Details of reflection:  
Using a recognised model of reflection (Gibb’s Cycle), reflect on ONE aspect of the clinical skill you were assessed  on during your clinical skill assessment for this course. 
In addition, your critical reflection should address - your understanding of knowledge related to the aspect of the skill,  how the undertaking of the clinical skill has increased your understanding of the role and scope of practice of the  registered nurse in Australia, and where you believe you need further development and/or learning. 
You may also utilise the information that you have received from assessor feedback to help with this process. Structure your assignment with these headings:  
1. Description: Provide the context for reflective writing. Include background information, such as what it is  you’re reflecting on and tell the reader who was involved. It’s important to remember to keep the information provided 
relevant and to-the-point. For example: “I was required to undertake the practice of administration of intravenous  antibiotics in a patient with cellulitis of the lower legs”. It is important to introduce the reader to the aspect of your skill  you are reflecting on. For example: “Within the context of reflection of practice, I am examining the importance of  ensuring correct Aseptic Non Touch Technique (ANTT) is used when preparing a subcutaneous injection”. (Allow  approximately 150 words). 
2. Feelings: Discuss your feelings and thoughts about the experience of undertaking that particular aspect of  your skill. Consider questions such as: How did you feel at the time? What did you think at the time? What did you  think about the incident afterwards? Why is it important for nurses to consider their feelings after an incident or  challenging situation? What are the potential implications of these thoughts and feelings when faced with a similar  situation? You can discuss your emotions honestly, but make sure to remember at all times that this is an academic  piece of writing, so avoid ‘chatty’ text. (Allow approximately 150 words).  
3. Evaluation: What helped or hindered you in undertaking that aspect of your skill? If you are writing about a  difficulty, did you feel that the issue was resolved afterwards? Why/why not? Was there aspects of your skill than  needed work? Include whether your undertaking of this aspect of your skill shows patient centred care. This section is  a good place to include the theory and the work of other authors to highlight best practice principles in relation to this  discussion – remember it is important to include references in reflective writing. (Allow approximately 300 words).  
4. Analysis: Analyse the area you are reflecting on. Compare your experience with the literature you have read  – what is currently best practice? Ensure you provide the literature to support your statement. This section is very  important, particularly for higher level writing. It is important to bring the theory and experience together. Consider how  clinical practice has changed? For example: previously we only referred to five rights of medication administration, but  risk assessments have identified five more rights which decrease the risk of errors and include the patient in the  decision making. Further, how did your skill incorporate patient centred care? For example including family members  in care and discussions at the bedside during emergency situations helps to improve patient centred care. (Allow  approximately 300 words).  
5. Conclusion: It is important to acknowledge: what your own strengths and weaknesses were leading into this  situation? Did you begin with a good foundational knowledge or practice or were there evident gaps in your knowledge  or practice? What positives would you take from this experience? Also consider if there is anything you could change  to improve things even further. If the incident was negative…tell your reader how you could have avoided it happening  and also how you could make sure it doesn’t happen again. (Allow approximately 100 words). 
6. Action plan: An Action Plan sums up anything you need to know and do to improve for next time. These  should link to your analysis and what you found as best practice. They also need to be real and tangible plans you can  make for yourself. Perhaps you feel that you need to learn about something or attend some training – what article will  you read? What training would be relevant? What clinical practice guideline will you review? Provide the references for  these. Could you ask your tutor or placement supervisor for some advice or observe practice and makes some  reflections? What goals will you include for your clinical placement? What can you do which means you will be better  equipped to cope with a similar event? Finally how will you evaluate whether these actions have resulted in a revision  of practice. (Allow approximately 200 words).

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