pup 4095 assignment guidelines

MSc Nursing

(pre-registration)September 15

PUP 4095Developing competence in inter-professional practice

Reflective Essay – 3000 words

3/20/2017Dr Juliet Thomas and David Rootes

LEARNING OUTCOMES

On successful completion of the module you will be able to:

Demonstrates professionalism and integrity in collaborative practice(Professional Values)

Critically analyse professional ethical and legal frameworks for safe practice (Professional Values)

Apply key transferrable skills such as communication, respect, privacy, dignity, compassion, therapeutic relationships (Communication & interpersonal skills)

Apply evidence based practice for safe compassionate person centred nursing practice that meets service user/ carer needs across a range of inter-professional practice settings (Nursing Practice and decision making)

Critically reflect and appraise own knowledge and skills towards developing competence in inter-professional practice (Leadership, Management and Team Working)

Demonstrate an appreciation of the mechanisms for safe collaborative practice through reflection (Leadership Management and Team Working)

Reflective Essay Identify two practice competencies in Practice Assessment

Record One (PAR 1) and critically reflect on the knowledge

and skills you acquired to achieve them

3,000 notional words

This must meet Learning Outcomes 2 and 5

This assessment represents 100% of the graded mark and

The pass mark is 40%

In order to pass the module, both parts of the assessment

strategy must be passed (PAR1 practice is already

achieved

SMILE………..

Learning outcomes 2 &5

(2) Demonstrates a critical appreciation of recognised professional, ethical and legal frameworks for safe practice : Professional Values (P)

(5) Critically reflect and appraise own knowledge and skills towards developing competence in inter-professional practice:

Leadership Management and Team Working (L)

Indicative competencies

The domains are further subdivided into indicative

competencies – (see slide 10 onwards) and your

assignment should reflect these

It is important that you choose one competency to

discuss from domain 1(e.g.P1, P2, P3, P4, P5) AND

one competency from domain 4 (e.g. L1, L2, L3, L4,

L5, L6)

Reflective Framework –as this is a critically reflective

assignment, you may write in the first person

You should introduce the reflective framework you will use

and provide a rationale for your choice – e.g.Driscoll, Johns

or Gibbs for example….

You may wish to critically reflect on both competencies

rather than introduce them separately e.g. If you choose P2

and L5 you may wish to reflect on both & critically analyse how the legal professional & ethical frameworks may impact

on your practice

OR if you choose P1 and L3 you may wish to reflect on

both and critically analyse how you are able to recognise and

work within knowledge, skills and professional boundaries

understanding that you are responsible for your own actions

and must acknowledge your own level of competence

Critical Thinking

Is when you adopt a questioning approach and thoughtful

attitude to what you read, see or hear, rather than accepting

things at face value. It relates to both academic work and

professional practice.

Critical thinking involves a critical appraisal of the

information available to you.

Critical appraisal is when you consider the strengths &

limitations of the evidence you see and hear, depending on

the type of evidence you have.

The types of questions you need to ask yourself are:

Types of questions

WHERE does this information come from?

WHAT is being said?

HOW did they write this?

WHO is telling this?

WHEN was this written?

WHY has this been written?

This means making a judgement about the facts and the

quality of evidence on which these facts are based. Critical

appraisal involves Critical Analysis

Critical Analysis

Is when you break down or explore in depth all the

information available relating to an issue or question.

It usually involves exploring what is happening and the

reasons why….. You may need to consider and access

alternative perspectives, including theory

Unpack things…..

Domain 1 – Professional

values

P1 Practices honestly and with integrity applying the

principles of the code: standards of conduct, performance

and ethics for nurses and midwives (2008) and the

guidance of professional conduct for nursing and midwifery

students (2010)

Works within limitations of the role & recognises own level of

competence

Displays appropriate interest and enthusiasm


values

P2 Displays a professional image in behaviour and

appearance

Adheres to local policy and National guidelines on dress code

for prevention and control of infection, including; footwear,

hair, piercing and nails

Adheres to practice provider and University sickness and

absence policies

Displays a responsible approach to time management

including punctuality and reliability


values

P3 Acts in a manner that is attentive, kind, sensitive,

compassionate and non-discriminatory, that values diversity

and acts within professional boundaries

Engages with people in a way that ensures dignity is

maintained whilst adopting an appropriate attitude

Demonstrates an understanding of the impact, culture,

religion, spiritual beliefs, gender and sexuality have on health,

illness and disability


values

P4 Displays respect for an individual’s rights and choices


values

P5 Displays an awareness of how one’s own values,

beliefs, emotions, health and well –being impact on practice

Domain 4: Leadership,

management & Team working

L1 Seeks help and shares information with colleagues

where people’s needs are not being met or they are at risk

Under supervision assesses risk within current sphere of

knowledge and competence

Understands the context of multi-professional/agency/cross-

boundary teams



L2 Demonstrates an understanding of how to work within

legal and professional frameworks



L3 Is able to recognise and work within, knowledge, skills and professional boundaries, understanding that they are responsible for their own actions

Uses support systems to recognise, manage and deal with own emotions

Understands and applies the importance of rest for effective practice

Accepts delegated activities within limitations of own role, knowledge and skill

Domain 4: Leadership, management &

Team working

L4 Maintains professional boundaries, and acts in a way that values the roles and responsibilities of others including service users and carers and interacts appropriately

Respects and responds appropriately to constructive feedback

Effectively communicates people’s stated needs and wishes to other professionals

Appreciates the ways in which own interactions affects relationships to ensure that they do not impact inappropriately on others



L5 Demonstrates the ability to work within local policies to

safeguard and protect people, particularly children, young

people, older people and vulnerable adults

Demonstrates an understanding of the central role in

preventing maltreatment

Identifies and understands how to refer those at risk of

experiencing harm

Demonstrates an awareness of the role of relevant agencies

and professionals



L6 Effectively uses reflection and appropriate supervision

mechanisms for working safely and effectively

Demonstrates self-awareness through their own professional

development whilst learning from practice

Seeks feedback on own practice, reflects and adapts practice

appropriately

A good outline of an essay’s

intention…..

This assignment will address the attainment of competencies P.2 and

L.6 from Practice Assessment Record 1 (see Appendix 1). To achieve

these competencies, students need to develop self-awareness and

ability to think critically, honestly, and reflectively, about their

practice (Page & Meerabeau, 2000, Atkins & Murphy, 1993, Wilson,

1996). It is the intention of this essay to critically reflect on the

knowledge and skills I acquired to achieve these competencies.

Competence is complex (Higgins, et al. 2010) and requires a

combination of knowledge, skills and values; essentially a holistic

approach (Gonczi, 2013). We must recognise our abilities, and work

only within our levels of competency (Jasper, 2006). Advancement of

these competencies will contribute to evidence based person-centred

care (Driscoll, 2007, McSherry & Smith, 2012, Dugdill, et al. 2009,

Rolfe, 2011, Maree & Van Rensburg, 2013).

Later on, the second competency

(P2) is introduced..

Student nurses are educated in the need for infection prevention and control procedures and protection equipment (Department of Health (DH), 2007, Edge Hill University (EHU), 2012). Wearing correct and clean uniform promotes professional identity (EHU, 2012, DH, 2006, Brennan & Timmins, 2012) and inspires confidence (DH, 2007). Despite there being no conclusive evidence that uniforms transmit infections (DH, 2007, Loveday, et al. 2007), it remains good practice not to wear uniform outside of the workplace, in order to protect the professional image of nursing portrayed to the public (DH, 2007, EHU, 2012).

Personal reflective element

regarding P2…..

One of the constraints I found in the practice environment is the difficulty fitting into the team. On placement I observed staff approaching patients without gloves and/or aprons, and I questioned my own understanding. I felt as though the staff judged me as ‘too posh’ to just get stuck in without gloves, which is ridiculous as PPE is there to protect the patient as much as the professional (NICE, 2011, Folan & Baillie, 2009, Paboteeah, 2007). Pollard (2009) notes that staff behaviour sometimes contradicts that of formal learning, and students most often gravitate towards the informal role models. Retrospectively thinking, I should have taken time to reflect on the ethics of what I observed, as patients are entitled to the highest standard of evidence based care, and not participating in infection control measures is in confrontation with these ethical considerations (Quallington, 2012).

Further personal reflective

element regarding P2…..

While on placement, a doctor asked me to chaperone an examination. I was dressed according to the uniform policy (EHU, 2012) and so communicating the message of neatness, cleanliness, and professionalism (Albert, et al. 2008, Rezaei-Adaryani, et al. 2012). The student nurse uniform is instantly recognisable to patients, inciting confidence in their ability fulfil their role (Loveday, et al. 2007), as patients ‘wish to know who is caring for them and expect to use appearance to do this’ (DH, 2007:7).

As the doctor began the examination, I was required to select items and open them to preserve the sterile field. My lack of familiarity with the examination area meant I found it a slow process, increasing my embarrassment. I had not put on gloves, so when the doctor needed help handling items I was of no use. This further extended the time spent on the internal gynaecological examination, and discomfort experienced by the patient. I had allowed myself to be influenced by what I observed the staff doing, despite prior knowledge that it was wrong (Felstead, 2013). My forgetfulness, or perhaps subconscious decision that gloves were not needed, proceeded to influence the negativity of the experience.

References

Department of Health (2010) Uniforms and Workwear:

Guidance on Uniform and Workwear Policies for NHS

Employers. https://www.gov.uk/government/organisations

(Accessed 27 August 2013).

Driscoll, J (2007) Practising Clinical Supervision, a reflective

approach for healthcare professionals. 2nd Ed. London:

Elsevier Ltd.

Ghaye, T. & Lillyman, S. (2011) ‘Reflection on values: being a

professional’ Independent Nurse. 7 Feb. pp. 40-41.

https://www.gov.uk/government/organisations

References

Health and Safety Executive (2013) Personal Protective Equipment at Work. A Brief Guide. www.hse.gov.uk (Accessed 27 August 2013).

Loveday, Wilson, J. P. Pratt, R. (2007) ‘Uniform: an evidencereview of the microbiological significance of uniforms anduniform policy in the prevention and control of healthcare-associated infections. Report to the Department of Health(England)’. Journal of Hospital Infection. 66 (4)pp.301-307.

Price, S.L. (2009) ‘Becoming a nurse: a meta-study of earlyprofessional socialization and career choice in nursing’ Journalof Advanced Nursing. 65(1)pp.11–19.

http://www.hse.gov.uk/

References

Royal College of Nursing (2013) Guidance on Uniforms and

Work Wear. www.RCN.org.uk (Accessed 27 August 2013).

Webb, C. (1992) ‘The use of the first person in academic

writing: objectivity, language and gatekeeping’ Journal of

Advanced Nursing. 17 pp. 747-752.

Wocial, L. Albert, N.M. Fettes, S. Birch, S. Howey, K. Na, J.

Trochelman, K. (2010)’Impact of Paediatric Nurses Uniforms

on Perceptions of Nurses Professionalism’ Paediatric Nursing.

36 (6) pp.320-326.

http://www.rcn.org.uk/

pup 4095 assignment guidelines

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