Rolfe et al. (2001) Model with Specific Prompts Outlined - Nursing Assignment Help

Assignment Task

Type of Collaboration  Individual Assessment  

• Details  Students will use the Rolfe et al. (2001) Model with specific prompts outlined below to reflect on caring for a person experiencing a deterioration in their condition  
• EITHER:  
• From the student’s own clinical practice,  
• OR:  
• From the example of caring for a person with a deterioration in their condition provided on Moodle. 
• Descriptive- What? 
• What is the situation? (Did you or should you have recognised indicators of deterioration?) 
• What was my role in the situation?  
• What was I trying to achieve?  
• What actions did I take? Consider specifically: 
• • How did I communicate my concerns- to the person I was caring for/the team?  
• • What assessment skills and clinical treatment and care did I provide?  
• • What person-centred processes (McCormack & McCance, 2017) did I use to support the person in my care and others? 
• What was the response of others?  
• What were the consequences? For the person I was caring for? For myself?  For others?  
• What feelings did it evoke?  In the person I was caring for? In myself?  In others?  
• What was good/bad about the experience? 
•  
• Theoretical- So what? Use evidence to support this section of your reflection 
• So what does this tell me/ teach me/ imply/ mean about me/ the person I was caring for/ our relationship/ my care/ the knowledge and skills I am using/ my attitudes, values and beliefs/ the person I was caring fors’ attitudes, values and beliefs/ etc...?  
• So what was going through my mind as I acted?  
• So what did I base my actions on? Consider specifically:  
• • Did your knowledge of the Clinical Reasoning Cycle including your structured assessment skills and clinical treatment and care inform your actions- explain? 
• • Did the McCormack & McCance (2017) person-centred practice pre-requisites inform your actions- explain? 
• • Did your professional communication and leadership skills and knowledge inform your actions- explain?  
• So what other knowledge can I bring to this situation?  
• Consider specifically:  
• • Your knowledge of the Clinical Reasoning Cycle including structured assessment skills and clinical treatment and care  
• • The McCormack & McCance (2017) person-centred pre-requisites 
• • Your professional communication and leadership skills and knowledge  
• So what could / should I have done to make it better? For the person I was caring for? For myself?  For others? 
• So what is my new understanding of the situation?  
• So what broader issues arise from the situation? 
• Action-oriented- Now what?  Use evidence to support this section of your reflection 
• What would I do differently next time? Now what do I need to do in order to effectively recognise and manage a deterioration of a persons’ condition in the future? Consider specifically:  
• • Your knowledge of the Clinical Reasoning Cycle including your structured assessment skills and clinical treatment and care  
• • The McCormack & McCance (2017) person-centred pre-requisites 
• • Your professional communication and leadership skills and knowledge  
•  
• Now what broader issues do I need to consider if this action is to be successful?  
• Now what would be the consequences of this action?  
• Now what planning is required to activate the new direction? 
•  
• Students are expected to critically reflect on the experience with a focus on the role of the registered nurse in a health system. 
•  
• Style and format  Critical reflection using the information outlined above 
• Use these headings: 
• Descriptive- What? 
• Theoretical- So what? 
• Action-oriented- Now what?   
•  
• APA 7 referencing system. A summary of the APA 7 can be accessed on the Library website at https://uow.libguides.com/refcite/apa-7   
• Subject Learning Outcomes  2. Apply a systematic person-centred approach to assessing sudden deterioration 
• 4. Effectively communicate with members of the interdisciplinary team in a simulated scenario involving a person with sudden health deterioration 
• Marking Criteria  The marking rubric follows
• Supplementary Assessment – Critical reflection – (2000 words)
• Criteria High Distinction 100% Distinction 80% Credit 70% Pass 60% Fail 49% Fail 25% Fail 0%
• Use of reflective model: What 25%
• Use of the Rolfe et al. (2011) reflective model:
• What?
• Description of the
• Event
• 25% Outstanding use of reflective model to describe a relevant event.
• All specific prompts addressed thoughtfully. Reflective model used appropriately to describe a relevant event.
• Some specific prompts addressed thoughtfully. Reflective model used appropriately to describe a relevant event.
• Some specific prompts addressed briefly. Reflective model used inappropriately or weakly when describing a relevant event. Specific prompts not addressed or addressed inappropriately. The reflective model is used but it is not used appropriately to explore this event.
• The description of the event is unclear. Minimal evidence of reflection and/or use of the reflective model to describe a relevant event. No evidence of reflection and/or use of the reflective model to describe a relevant event.
• Use of reflective model: So what 25%
• Use of the reflective model:
• So what?
• Theory and knowledge-building level of reflection
• Evidence of learning
• 25%
• Outstanding use of reflective model to critically analyse a relevant event.
• All specific prompts addressed critically. Evidence used to support all discussion. Reflective model used appropriately to critically analyse a relevant event. Some specific prompts addressed thoughtfully. Evidence used to support key points of reflection. Reflective model used appropriately to analyse a relevant event. Some specific prompts addressed briefly.
• Evidence to support reflection but may be poor quality. Reflective model used inappropriately or weakly to analyse a relevant event. Specific prompts not addressed or addressed inappropriately.
• Minimal use of evidence to support reflection. The reflective model is used but it is not used appropriately to analyse a relevant event.
• The discussion is unclear and not supported with evidence. Minimal evidence of reflection and/or use of the reflective model to analyse a relevant event No evidence of reflection and/or use of the reflective model to analyse a relevant event
• Use of reflective model: Now what 30%
• Use of reflective model:
• Now what?
• Evidence of learning/
• Considering future Actions
• 30% Outstanding use of reflective model to explore future actions.
• All specific prompts addressed critically.
• Actions were clear and thoughtful.
• Evidence used to support all discussion.
• Reflective model used appropriately to explore future actions. Some specific prompts addressed thoughtfully.
• Actions were clear and thoughtful.
• Evidence used to support key points of reflection. Reflective model used appropriately to explore future actions. Some specific prompts addressed briefly.
• Actions were clear.
• Evidence to support reflection but may be poor quality.
• Reflective model used inappropriately or weakly to explore future actions. Specific prompts not addressed or addressed inappropriately.
• Minimal use of evidence to support reflection. The reflective model is used but it is not used appropriately to explore future actions.
• The discussion is unclear and not supported with evidence.
• Minimal evidence of reflection and/or use of a reflective model to explore future actions. No evidence of reflection and/or use of a reflective model to explore future actions.
• Expression and academic writing 10%
• Writing is authentic and clearly expresses ideas.
• Uses correct spelling and paragraph structure throughout.
• Structured as per UOW assessment Handbook.
• Exemplary writing with very high levels of authenticity and independent thought. Ideas are clearly expressed.
• Introductory sentence used at the start of paragraphs. Main subject matter is developed within each paragraph. Concluding sentence used at the end of paragraphs.
• Exemplary spelling, grammar and syntax with no errors. Meets all style requirements.
• Evidence of superior academic writing skills. Authentic and original writing that clearly synthesises the key points of the assignment. Expression is clear.
• Correct use of paragraphs. Discussion in each paragraph provides sufficient depth to demonstrate understanding.
• Superior spelling, grammar and syntax
• < 5 minor errors. Meets all
• style requirements.
• Evidence of sound academic writing. Authentic and original writing that clearly addresses the key points of the assignment. Expression is satisfactory.
• Paragraphs are 5-7 sentences in length and sentences are clear and concise. Minor errors only in syntax, spelling and grammar. Meets all style requirements.
• Authentic writing that attempts to show independent thought. May struggle with expression.
• Attempts to use paragraphs. Some sentences may be too long/short.
• Meets almost all style requirements including spacing, page numbers, font, headings.
• Lacks authenticity.
• Language hinders the effective flow of ideas and meaning. Sentences lack structure and are consistently too short or too long.
• Multiple errors in spelling, grammar and style. Not structured as per UOW Assessment Handbook.
• Lacks authenticity.
• Language hinders the effective flow of ideas and meaning. Sentences lack structure and are difficult to follow.
• Multiple errors in spelling, grammar and style. Not structured as per UOW Assessment Handbook.
• Lacks authenticity.
• Disorganised and lacks any sense of cohesion and alignment.
• Multiple errors in spelling, grammar and style. Not structured as per UOW Assessment Handbook.
• Literature sources and referencing 10%

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