NURS3002: Inquiry for Nursing Leadership Assessment 3

Assessment 3 Reflection

This assessment is an analytical reflection of an Interprofessional Education (IPE) experience.

Using Gibbs Reflective Cycle, you are required to reflect on an interprofessional education example of your choosing. Your reflection requires you to be self-aware and to critically evaluate your involvement and interaction within your IPE team, using evidence from the literature to support your discussions.

Describe

• Define IPE.
• Briefly describe the situation from an IPE context.
• Which interprofessionalteam members/health professions were involved?
• What were the goals of the activity?
• What happened during the interaction? Highlight key moments.

Describe the situation, team members/different professions involved and explain how this example was beneficial to your learning in an IPE context.

Feelings

Outline your feelings (before, during and after) about your chosen IPE situation/example provided.

• This is self-awareness. e.g. How did you feel (before, during and after)?
• How did you feel about working with health professionals from other disciplines?
• Were you confident, nervous, or perhaps frustrated?
• Did the IPE activity challenge or affirm any preconceptions you had about other roles?
• How did you feel about the outcome of the situation?

Evaluation

Evaluate how this IPE situation contributed to your development and the team’s development.

• Consider what went well, what not so well. What was good and/or bad about your experience?
• What went well? (e.g., clear communication, understanding of roles, shared decision-making)
• What didn’t go as planned? (e.g., miscommunication, conflicting priorities)
• Did the activity meet its objectives?
• Evaluate and support with evidence from the literature.

Analysis

Analysis of the experience. Did your IPE skills develop or regress due to this scenario?

• This part is analytical, it does not describe. Explain the causes and consequences of things that happened. Ask questions like why?, so what? and what if?
• Critically analyse the experience:
• Why did certain aspects of the IPE activity succeed or fail?
• Link to the principles of IPE such as teamwork, role recognition, and patient safety as relevant to your chosen situation/example.
• Draw on literature about the benefits and challenges of IPE.
• What else can you make of the situation? Relate to relevant IPE literature to support your analysis.

Assessment Requirements Summary

Assessment Type: Analytical reflection using Gibbs Reflective Cycle

Objective: Critically evaluate an Interprofessional Education (IPE) experience, demonstrating self-awareness, teamwork understanding, and evidence-based reflection.

Key Pointers to Cover:

1. Description:

   • Define IPE.
   • Describe the IPE situation, team members/professions involved, goals, and key interactions.
   • Explain how the situation contributed to learning.

2. Feelings:

   • Reflect on personal feelings before, during, and after the activity.
   • Assess emotions about collaboration with other disciplines.
   • Consider whether preconceptions were challenged or affirmed.

3. Evaluation:

   • Critically evaluate what went well and what did not.
   • Assess if objectives were met and how the experience contributed to personal and team development.
   • Support evaluation with literature evidence.

4. Analysis:

   • Critically analyse causes and consequences of successes and failures.
   • Link experience to IPE principles: teamwork, role recognition, and patient safety.
   • Draw on literature about benefits and challenges of IPE.

5. Action/Conclusion (Gibbs Cycle final step):

   • Identify strategies for improvement in future IPE activities.
   • Demonstrate lessons learned and professional growth.

Approach by Academic Mentor – Step by Step

Step 1: Selecting the IPE Example

• Guidance: Mentor encourages student to choose a meaningful IPE interaction where multiple health disciplines collaborated.

• Reasoning: Selecting a rich example ensures there is sufficient content for reflective depth and critical analysis.

Step 2: Structuring the Reflection Using Gibbs Cycle

• Mentor Role: Explain each stage of Gibbs Reflective Cycle (Description, Feelings, Evaluation, Analysis, Conclusion/Action).

• Student Action: Map experiences to each stage to maintain logical flow.

Step 3: Description

• Mentor Guidance:
  • Define IPE and set context.
  • Describe scenario, participants, goals, and interactions.
• Student Execution: Provide a clear narrative, highlighting specific moments that influenced learning.

Step 4: Feelings

• Mentor Guidance: Encourage honesty and self-awareness; probe on emotions such as confidence, frustration, or curiosity.
• Student Execution: Reflect on personal emotional journey before, during, and after the interaction.

Step 5: Evaluation

• Mentor Guidance: Teach students to assess what went well and what didn’t, emphasizing teamwork, communication, and decision-making.
• Student Execution: Critically evaluate both personal contribution and team performance, referencing literature to support claims.

Step 6: Analysis

• Mentor Guidance: Focus on cause-effect relationships. Ask “why” certain outcomes occurred and “what if” different strategies were applied.
• Student Execution: Examine successes and failures in relation to IPE principles, linking evidence from literature about interprofessional collaboration.

Step 7: Conclusion/Action

• Mentor Guidance: Guide students to identify future improvement strategies and professional development goals.
• Student Execution: Summarize key learnings and how they will influence future interprofessional practice.

Outcome Achieved

• Student produced a coherent reflection aligned with Gibbs Cycle.
• Demonstrated self-awareness, critical thinking, and evidence-based reflection.
• Showed improved understanding of interprofessional roles, teamwork, and patient-centered care.
• Linked personal experiences to literature on IPE benefits and challenges, fulfilling academic requirements.

Learning Objectives Covered

1. Understand and articulate the concept and principles of IPE.
2. Develop self-awareness and critical reflection skills.
3. Demonstrate the ability to analyze interprofessional interactions and team dynamics.
4. Connect reflective insights with evidence from academic literature.
5. Identify strategies for improvement in future IPE practice.

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