Assessment 3: Care plan and reflection (using Gibbs Reflective Cycle)
Assessment 3: Care plan and reflection (using Gibbs Reflective Cycle)
Type: Case study reflection
Weighting: 50%
Method: Independent
Length: 1800-2000 words (excluding cover page and reference list)
Submission type: Word file
Assessment description
In this final assessment you are asked to use the Gibbs reflective cycle model (1988) to structure your essay, headings may be used if you wish to separate sections of the Gibbs cycle. Please use the same scenario that you chose for assessment 1 as your reflecting point.
What was your initial understanding of the diversity within this scenario, and how has your understanding has developed around supporting human rights, and empowerment of patients and carers for self-determination. Your 'action plan' section will outline your suggested plan of care for the person from your scenario based on your consideration of their particular diversity and/or disability.
This assessment will provide evidence towards the following unit learning outcomes:
ULO 1: Critically examine difference, bias and diversity in human experience and recognise human responses and how this affects interaprofessional and therapeutic relationships with others.
ULO 2: Deconstruct the power of the healthcare system; critically reflect on the impact of intersectionality, privilege and oppression on power inequity and human rights in healthcare.
ULO 3: Identify and apply trauma informed strategies, including sensitive language and communication approaches to enable ethical therapeutic interactions where autonomy and supported decision making is privileged.
ULO 4: Formulate a person-centred plan of care, using narratives and other evidence, so that people with diverse needs, identities and communication capabilities can be heard, partner in and lead their own care.
Assessment instructions rubric finalised
Re-read the chosen scenario and review your assessment 1 submission to refresh yourself on what your initial perspective was. You are now reflecting on your own initial response to the scenario from a viewpoint of having new knowledge and understanding from the unit. Describing your own change of thinking, altered or enhanced understanding, of inclusion and diversity compared to your initial understanding when you wrote your first assessment.
How will you adapt your practice in
light of this new understanding?2. Using Gibbs reflective cycle (1988) create a reflective essay which incorporates the following 6 steps:
6 steps:
Description - Describe as a matter of fact what happened during completion of assessment 1 (who, what, why, when); e.g. which scenario did you choose, what drove that decision, remember youare not rewriting assessment 1- no need to describe the scenario itself.
Feeling - What were you thinking and feeling before, during and after completing assessment 1;
Evaluation - List the points or tell the story about what was good and what was negative about your response to diversity and inclusion in assessment 1; If you are considering your marker feedback here please ensure that the reflection is about the content of your assessment rather your presentationnor technical issues with video.
Analysis - What sense can you make out of the situation? What does it mean? Were there areas where you feel you might have improved the work based on what you have learned since that point of the unit.
Conclusion - What else would you have done? What should you perhaps not have done?
Action plan - On reflection, what would you now include in an action plan for your scenario patient and why do you consider it important for inclusive care? This section should focus on your scenario patient and consider a plan to support them in n inclusive way regarding their diverisities/disabilities that you now recognise are applicable. Please note this is a person-centred focus on diversity, it is not a generic careplan for surgical patient.
Reading - Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
3. Add a cover page including- Unit title, assessment name, student ID number and actual word count (cover page not counted in word count);
4. Add a reference list formatted in APA 7th style on a separate last page (reference list not counted in word count);
5. Submit your Word file into the Assessment 3 Canvas submission box before 10am on the due date.
Assessment resources- see below
Reflection is an effective tool of learning.
Reading - Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
Watch the video on 6 steps of Gibbs' reflective cycle ( Check the youtube Link)
https://www.youtube.com/watch?v=-gbczr0lRf4
Assessment formatting guidelines
File type - Word document
File formatting specifications Spacing 1.5 lines, normal margins, pages numbered.
Referencing style- APA 7th edition
Cover sheet (if required) Yes- with student ID number (Not name), Unit name/number, title of assessment, actual word length.
Students' names are not to be included on any assessment tasks/submissions. Only student ID numbers should be included (as per the Assessment Policy and Assessment Procedures which can be found in the
Please note this assessment will be reviewed by the Universitys plagiarism checking software (Ouriginal) or Turnitin and, with reasonable grounds, be subject to further inquiry through the Office of the Associate Dean of Education.
Assessment 3: Care plan and reflection (using Gibbs Reflective Cycle)
Type: Case study reflection
Weighting: 50%
Method: Independent
Length: 1800-2000 words (excluding cover page and reference list)
Submission type: Word file
Assessment description
In this final assessment you are asked to use the Gibbs reflective cycle model (1988) to structure your essay, headings may be used if you wish to separate sections of the Gibbs cycle. Please use the same scenario that you chose for assessment 1 as your reflecting point.
What was your initial understanding of the diversity within this scenario, and how has your understanding has developed around supporting human rights, and empowerment of patients and carers for self-determination. Your 'action plan' section will outline your suggested plan of care for the person from your scenario based on your consideration of their particular diversity and/or disability.
This assessment will provide evidence towards the following unit learning outcomes:
ULO 1: Critically examine difference, bias and diversity in human experience and recognise human responses and how this affects interaprofessional and therapeutic relationships with others.
ULO 2: Deconstruct the power of the healthcare system; critically reflect on the impact of intersectionality, privilege and oppression on power inequity and human rights in healthcare.
ULO 3: Identify and apply trauma informed strategies, including sensitive language and communication approaches to enable ethical therapeutic interactions where autonomy and supported decision making is privileged.
ULO 4: Formulate a person-centred plan of care, using narratives and other evidence, so that people with diverse needs, identities and communication capabilities can be heard, partner in and lead their own care.
Assessment instructions rubric finalised
Re-read the chosen scenario and review your assessment 1 submission to refresh yourself on what your initial perspective was. You are now reflecting on your own initial response to the scenario from a viewpoint of having new knowledge and understanding from the unit. Describing your own change of thinking, altered or enhanced understanding, of inclusion and diversity compared to your initial understanding when you wrote your first assessment.
How will you adapt your practice in
light of this new understanding?2. Using Gibbs reflective cycle (1988) create a reflective essay which incorporates the following 6 steps:
6 steps:
Description - Describe as a matter of fact what happened during completion of assessment 1 (who, what, why, when); e.g. which scenario did you choose, what drove that decision, remember youare not rewriting assessment 1- no need to describe the scenario itself.
Feeling - What were you thinking and feeling before, during and after completing assessment 1;
Evaluation - List the points or tell the story about what was good and what was negative about your response to diversity and inclusion in assessment 1; If you are considering your marker feedback here please ensure that the reflection is about the content of your assessment rather your presentationnor technical issues with video.
Analysis - What sense can you make out of the situation? What does it mean? Were there areas where you feel you might have improved the work based on what you have learned since that point of the unit.
Conclusion - What else would you have done? What should you perhaps not have done?
Action plan - On reflection, what would you now include in an action plan for your scenario patient and why do you consider it important for inclusive care? This section should focus on your scenario patient and consider a plan to support them in n inclusive way regarding their diverisities/disabilities that you now recognise are applicable. Please note this is a person-centred focus on diversity, it is not a generic careplan for surgical patient.
Reading - Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
3. Add a cover page including- Unit title, assessment name, student ID number and actual word count (cover page not counted in word count);
4. Add a reference list formatted in APA 7th style on a separate last page (reference list not counted in word count);
5. Submit your Word file into the Assessment 3 Canvas submission box before 10am on the due date.
Assessment resources- see below
Reflection is an effective tool of learning.
Reading - Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
Watch the video on 6 steps of Gibbs' reflective cycle ( Check the youtube Link)
https://www.youtube.com/watch?v=-gbczr0lRf4
Assessment formatting guidelines
File type - Word document
File formatting specifications Spacing 1.5 lines, normal margins, pages numbered.
Referencing style- APA 7th edition
Cover sheet (if required) Yes- with student ID number (Not name), Unit name/number, title of assessment, actual word length.
Students' names are not to be included on any assessment tasks/submissions. Only student ID numbers should be included (as per the Assessment Policy and Assessment Procedures which can be found in the
Please note this assessment will be reviewed by the Universitys plagiarism checking software (Ouriginal) or Turnitin and, with reasonable grounds, be subject to further inquiry through the Office of the Associate Dean of Education.
