HEALTH ACROSS LIFE STAGES
NURS11169
HEALTH ACROSS LIFE STAGES
ASSESSMENT 2 REFLECTIVE PRACTICE
Key Criteria High Distinction
84.5 100% Distinction
74.50 84.49% Credit
64.50 74.49% Pass
49.50 64.49% Fail
<49.5% Fail (content absent)
0%
Ability to write and present effectively. Completion of required task.
(10%)
Exemplary writing standard. Correct grammar, spelling and punctuation. No mistakes evident.
All requirements of task have been met. Adheres to prescribed word count.
(8.45-10)
High writing standard. 1-2 consistent grammar, spelling, punctuation mistakes evident. All items demonstrate due attention to detail with some minor gaps. Adheres to prescribed word count. (7.45-8.44
Good writing standard. 3-4 consistent grammar, spelling and punctuation mistakes evident. Most items demonstrate due attention to detail with minor gaps that impact on presentation and understanding by the reader and/or audience. Adheres to prescribed word count.
(6.45-7.44)
Satisfactory writing standard. 5-6 consistent grammar, spelling, and punctuation mistakes evident. Most items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. Does not adhere to prescribed word count.
(4.95-6.44) Quality of writing and presentation is at a poor standard with many mistakes and lack of clarity evident. Submission is missing aspects of task or task requirements have been misunderstood.
Does not adhere to prescribed word count.
(<4.95)
Submission is missing most aspects of task. Little to no meaningful writing. Little evidence of task requirements.
(0)
Discussion of individual circumstances (20%)
Identifies 2 relevant individual circumstances for Juli. Comprehensive and logical discussion of:
- How these 2 individual circumstances may impact Julis health outcomes
- How you can address these 2 individual circumstances when providing person-centred care to Juli
(16.90-20.00) Identifies 2 relevant individual circumstances for Juli. Clear and logical discussion of:
- How these 2 individual circumstances may impact Julis health outcomes
- How you can address these 2 individual circumstances when providing person-centred care to Juli
(14.90-16.89) Identifies 2 relevant individual circumstances for Juli. Adequate and mostly logical discussion of:
- How these 2 individual circumstances may impact Julis health outcomes
- How you can address these 2 individual circumstances when providing person-centred care to Juli
(12.90-14.89)
Identifies 2 individual circumstances for Juli.
Limited and mostly logical discussion of: - How these 2 individual circumstances may impact Julis health outcomes
- How you can address these 2 individual circumstances when providing person-centred care to Juli
(9.90-12.89)
Identifies <2 individual circumstances for Juli. Inadequate and/or illogical discussion
of:
- How these 2 individual circumstances may impact Julis health outcomes
- How you can address these 2 individual circumstances when providing person-centred care to Juli
(<9.90) No individual circumstances for Juli identified.
No discussion of how these individual circumstances may impact on Julis health outcomes or how you can address these individual circumstances when providing person-centred care to Juli.
(0)
Explanation of life stage (15%)
Correctly identifies Julis life stage.
Comprehensive and logical explanation of impact that Julis life stage could have on end of life experiences for Juli, and one of Julis significant others.
(12.68-15) Correctly identifies Julis life stage.
Clear and logical explanation of impact that Julis life stage could have on end of life experiences for
Juli, and one of Julis significant others.
(11.18-12.67) Correctly identifies Julis life stage.
Adequate and mostly logical explanation of impact that Julis life stage could have on end of life experiences for
Juli, and one of Julis significant others.
(9.68-11.17)
Identifies Julis life stage.
Limited and mostly logical explanation of impact that Julis life stage could have on end of life experiences for Juli, and one of Julis significant others.
(7.43-9.67)
Identifies Julis life stage.
Inadequate and/or illogical explanation of impact that Julis life stage could have on end of life experiences for
Juli, and one of Julis significant others.
(<7.43)
No identification of Julis life stage.
No explanation of impact that Julis life stage could have on end of life experiences for Juli, and one of Julis significant others. (0)
Broad health challenge at end of life
10% Correctly identifies 1 broad health challenge that may occur at end of life.
Comprehensive and logical explanation of the impact of chosen broad health challenge at end of life.
(8.45-10)
Correctly identifies 1 broad health challenge that may occur at end of life.
Clear and logical explanation of the impact of chosen broad health challenge at end of life.
(7.45-8.44
Correctly identifies 1 broad health challenge that may occur at end of life.
Adequate and mostly logical explanation of the impact of chosen broad health challenge at end of life.
(6.45-7.44)
Identifies 1 broad health challenge that may occur at end of life.
Limited and mostly logical explanation of the impact of chosen broad health challenge at end of life.
(4.95-6.44) Identifies 1 broad health challenge that may occur at end of life.
Inadequate and/or illogical explanation of the impact of chosen broad health challenge at end of life.
(<4.95)
No identification of a broad health challenge that may occur at end of life.
No explanation of provision of the impact of chosen broad health challenge at end of life.
(0)
Explanation of good or bad death (20%) Comprehensively
explains the notions of good or bad death and provides relevant, logical discussion
related to Juli.
(16.90-20.00)
Clear and logical explanation and discussion of good or bad death related to Juli.
(14.90-16.89) Adequate and mostly logical explanation and discussion of good or bad death related to Juli.
(12.90-14.89)
Limited and mostly logical explanation of good or bad death related to Juli.
(9.90-12.89)
Inadequate and/or illogical explanation of good or bad death related to Juli.
(<9.90) No explanation of good or bad death. (0)
Reflection
(15%) Provides comprehensive and clear reflection on learning from Julis story and implications for future practice.
Application of Bortons (developed by Rolfe et al) developmental framework is correct.
(12.68-15) Provides clear reflection on learning from Julis story and implications for future practice.
Application of Bortons (developed by Rolfe et al) developmental framework is correct.
(11.18-12.67) Provides adequate reflection on learning from Julis story and implications for future practice.
Application of Bortons (developed by Rolfe et al) developmental framework is mostly correct.
(9.68-11.17) Provides some reflection on learning from Julis story and implications for future practice.
Application of Bortons (developed by Rolfe et al) developmental framework is somewhat correct.
(7.43-9.67)
Provides inadequate reflection on learning from Julis story and implications for future practice.
Application of Bortons (developed by Rolfe et al) developmental framework is incorrect.
(<7.43)
No reflection on learning from Julis story and implications for future practice.
(0)
Intext citations
(5%)
Consistently accurate with intext citations in APA 7thstyle to support and reflectall ideas, information,and quotations.
(4.23-5) 1 or 2 consistent in-textcitation errors in APA 7thstyle identified. Intext citations support and reflect most ideas, information, and quotations.
(3.73-4.22) 3 or 4 consistent in-textcitation errors in APA 7thstyle identified. Intext citations support and reflect many ideas, information, and quotations.
(3.23-3.72)
5 or 6 inconsistent in-textcitation errors in APA 7thstyle identified. Intext citations supportand reflect some ideas,information, and quotations.
(2.48-3.22)
Intext citations are not consistent with APA 7th style. Many inaccuracies with in-text citations. Limited intext citations used to support ideas, information, and quotations.
(<2.48)
No Intext citationsused.
(0)
Reference List
(5%)
Reference list fullyadheres to reference listpresentation guidelines APA7th style. No errors.
(4.23-5)
Reference list consistently adheres toreference list presentationguidelines APA 7th style. (1-2errors)
(3.73-4.22) Reference listfrequently adheres toreference list presentationguidelines APA 7th style. (3-4 errors)
(3.23-3.72)
Reference list occasionally adheres toreference list presentationguidelines APA 7th style. (5-6errors)
(2.48-3.22) Reference list does not adhere to reference listpresentation guidelines for APA 7thstyle. (7 or more errors)
(<2.48)
No reference list evident.
(0)
Identify two (2) individual circumstances for Juli. For EACH individual circumstance:
Discuss one impact that the individual circumstance may have on Julis health outcomes
Describe one example of person-centred care you could provide to Juli, and explain how this is relevant to the individual circumstance
Identify the life stage that Juli is in according to Eriksons eight stages of development (Harvey, 2021). Explain the impact that this life stage could have on end-of-life experiences for:
Juli
Julis significant others (e.g., husband, children choose one)
Identify one (1) broad health challenge that Juli may have experienced at end of life. Explain how this broad health challenge may impact a person at end of life.
Juli died at home as a result of breast cancer. Do you think this was a good death or a bad death? Explain your answer.
Reflect on what you have learned from Julis story. Describe how it may impact your practice as a health professional. Use Bortons reflective model (adapted by Rolfe and colleagues (2001) to structure your response.
NURS11169
Health Across Life Stages
Assessment 2 Reflective Practice Assignment
Type: Written assessment
Due date: 11:59pm AEST Monday 5th September 2022 (week 8)
Weighting: 50%
Length: 2000 words +/- 10% ( 1800 and 2200 words) excluding references
Unit Coordinators: Ellie Cutmore & Helen Sutcliffe
Learning Outcomes Assessed
Describe the stages and milestones of the lifespan.
Identify broad health challenges that may be associated with people at a particular life stage and consider individual differences to be able to ensure person-centred care.
Discuss individual circumstances that could impact on health outcomes and the provision of care to individuals such as those who may be homeless, identify as Lesbian, Gay, Bisexual, Transgender, Intersex, Queer or Questioning (LGBTIQQ), those impacted by domestic and/or family violence, alcohol and/or other drug use, or disability, those from a Culturally and Linguistically Diverse (CALD) background, religion, refugees or other displaced persons.
Describe the impact of life stage on end of life experiences on a person, their significant others and yourself as a health professional.
Aim
The aim of this assessment is to demonstrate your understanding of the life span, broad health challenges associated with end of life, and the impact of individual circumstances and life stage on health outcomes and end of life experiences for an individual, their significant others and yourself as a health professional.
Instructions
View the following video in the Assessment tile on the NURS11169 Moodle site.
Meet Juli, always a door open for hope | My Last Days
You then need to answer the following questions:
Identify two (2) individual circumstances for Juli. For EACH individual circumstance:
Discuss one impact that the individual circumstance may have on Julis health outcomes
Describe one example of person-centred care you could provide to Juli, and explain how this is relevant to the individual circumstance
Identify the life stage that Juli is in according to Eriksons eight stages of development (Harvey, 2021). Explain the impact that this life stage could have on end-of-life experiences for:
Juli
Julis significant others (e.g., husband, children choose one)
Identify one (1) broad health challenge that Juli may have experienced at end of life. Explain how this broad health challenge may impact a person at end of life.
Juli died at home as a result of breast cancer. Do you think this was a good death or a bad death? Explain your answer.
Reflect on what you have learned from Julis story. Describe how it may impact your practice as a health professional. Use Bortons reflective model (adapted by Rolfe and colleagues (2001) to structure your response.
Literature and references
In this assessmentuse at least10 contemporary references (<5 years) to support your discussion.You may also use seminal scholarly literature where relevant.Suitable references include peer-reviewed journal articles as well as textbooks and crediblewebsites.
When sourcing information, consider the5elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies:for example, the Australian College of Nursing.
Requirements
Useaconventional and legible size 12font, such asTimes New Roman or Arial,with 1.5 line spacing and 2.54cm page margins(standard pre-set margin in Microsoft Word).
Use the headings provided for each question.
A cover page is not required for this assessment.
Do not include an introduction and conclusion for this assessment.
Write in the third-person perspective for your responses to questions 1, 2, 3 and 4.
You may write in the first-person perspective for question 5 only.
Use formal academic language.
Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
The word count is considered from the first word of your response to question 1 to the last word of your response to question 5. The word count excludes headings and reference list but includes in-text references and direct quotations.
Resources
You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
You may like to manage your citations and reference list. Information on how to use academic referencing software (EndNote) is available at the CQUniversity Library website should you wish to learn how to use it.
For information on academic writing and referencing please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
Submit a draft before the due date to review your TurnitinSimilarity Scorebefore making a final submission.Instructionsareavailable here.
Submission
Submit your assessment viathe unitMoodlesitein Microsoft Word format only.
Marking Criteria
Refer to the markingrubricon the Moodle site for more detail on howmarkswill be assigned.
References
Harvey, N. (2021). Concepts of growth and development, In A. Berman, G. Frandsen, S. Snyder, T. Levett-Jones, A. Burston, & T. Dwyer (Eds.), Kozier and Erbs fundamentals of nursing (5th ed., pp364-382). Pearson Australia.
Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions: A user's guide. Basingstoke: Palgrave Macmillan.
Bortons (further developed by Rolfe et al.) Developmental Framework
What What happened?
What is the issue?
What is good or bad about what happened?
So What? What was significant?
Why does it matter?
What is your new understanding of this issue/event?
Now What? What have you learned from this experience?
What will you do better/differently next time?
How will this inform your practice?
