Assessment Feedback
| Assessment Feedback Assessments will be marked and feedback including grade will be returned to the student within 3 weeks via Turnitin. If this is not going to be achieved, students will be notified by an announcement on Blackboard Feedback on your assignment is given to you in three ways: Firstly, through selected rubrics/ criteria (see below) that show how your work was classed against CCCU feedback criteria. Secondly, written marker comments indicate some aspects of your work that that were either particularly strong or would benefit from further clarification or discussion, both within the text and as a collective summary. Finally, you are awarded a summative percentage mark for the essay. Should you wish to discuss your feedback further, in the first instance you should make an appointment with the marker via email. If you are a student with special arrangements please make sure you upload your special arrangements front sheet to the beginning of your essay submission, (guidance given by student support). The marker will indicate in your feedback that your special arrangements have been considered in the marking of your submission. |
| Detailed Assessment Guidance A written reflection of a practice experience or case that was discussed in one of the clinical supervision groups. (4000 words 100% of module mark) Learning Outcomes By the end of this module students should be able to: 1. Demonstrate an awareness of reflective frameworks as a guide to understanding their practice experience. 2. Reflexively consider their experience of the group discussion and how this can influence their practice. 3. Demonstrate the ability to deconstruct and reconstruct practice experiences to gain a clearer understanding of the person and the student’s involvement in service delivery. 4. Apply principles of the NMC Code (2015) in order to consider its influence on practice and decision making. Reflection is an important and powerful strategy for you to use to develop your professional practice. It enables the linking of practice experience with theoretical aspects of learning to help you to develop, moving from novice to skilled practitioner. Reflection should enhance self-awareness, identifying personal strengths and the areas to focus on for development. Theory helps to direct that new learning by providing relevant knowledge. Critically viewing both ourselves and new knowledge is very important. Consider the knowledge that you have acquired, the skills you have developed and feelings you have about different situations that you have encountered and about your own development. If you maintain a reflective log this will provide you with a range of useful material that you may choose to reflect on. Assignment should be written and formatted according to CCCU assignment writing guidelines. Specific Guidance: Write a reflection upon one experience of being in the group supervision (conversation had in the group). This may be a case that you brought to the group for discussion or an issue that another student brought to the group. You may use a reflective framework to help structure your reflection or you may wish to refer to theories of reflection in your account of learning through group clinical group experience. You may use subheadings if you wish. The reflection may be in both first and third person as appropriate. For example when introducing the assignment, you might choose either – “For this assignment I will… “ or “This assignment will….” When describing your practice experience or case, and your feelings, it is easier to write in the first person. Here please use “I” rather than “the author” or “the student nurse”. Introduction: Produce an introduction which identifies the aims and objectives of the assignment (based upon the module learning outcomes) and signposts the topic for reflection and any reflective framework you intend to use. Main Body: If you have identified a reflective framework make sure that you actually use it to structure your assignment. Regardless of framework, ensure you include sufficient description of the experience or case to properly contextualise your discussion. Be aware that much of the marks will be allocated to your analysis and your engagement with the literature. Make sure to consider how the group responded to the topic. Conclusion: Include a summary of yourkey reflective learning and the impact of group discussion. . |
| Contact for Queries Support for the module is through the teaching team / group supervision facilitator (see handbook). Child Nursing module lead – Mental Health Nursing module lead – Adult Nursing module lead – |
| Confidentiality/Anonymity Requirements Due to the nature of the module content, issues relating to confidentiality & anonymity should not arise with this assessment, but students are expected to maintain confidentiality and anonymity at all times in line with the statement below: Faculty of Health & Wellbeing Confidentiality Statement What is meant by confidentiality? Students are expected to abide by relevant Codes of Practice and maintain appropriate levels of confidentiality at all times. Breaching confidentiality is also breaking the professional Codes of Practice. The University and the Faculty of Health and wellbeing regard breaches of confidentiality as a very serious matter. Students must protect the anonymity of time, place, and persons. It should not be possible to identify patients, service users, clients, staff, carers, colleagues, peers, organisations, agencies and placement areas. This includes in any form of academic work whilst on placements informal conversations in public places eg on a bus or in a queue at the supermarket social networking sites Only information which is available in the public domain may be referenced to a specific organisation: however it is still essential that no patients, service users, clients, staff, carers, colleagues or peers’ details are identifiable. What should be included in academic writing? Students should state explicitly that they have maintained anonymity rather than leave it unclear eg “All names of patients, service users, clients, staff, carers, colleagues, peers, organisations, agencies and placement areas have been changed in line with professional Codes of Practice” In the case of including with assessed work documents that identify any such organisations, agencies and placement areas outlined above, the student must BLACK out /TIPPEX or redact the details and then make a photocopy of the document. They must then only submit the photocopy so that there is no risk of being able to read the details and thereby breaching confidentiality. If a student wishes to submit details from case notes, care plans reports etc. which may breach the confidentiality of patients, service users, clients, staff, carers, colleagues or peers, these should be retyped removing all identifying aspects rather than Tippex and photocopy as above. What happens if confidentiality is breached? A breach of confidentiality in level 5, 6 or 7 work will result in a mark of zero and subsequent requirement for resubmission. Serious breaching of confidentiality may also result in further action such as referral to a Fitness to Practice panel. |
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