SNUG108: Workplace Experience 2 - The Complete Academic Support Hub

SNUG108:
Workplace Experience 2
ASSESSMENTS
SCHOOL OF NURSING FACULTY OF SCIENCE, MEDICINE & HEALTH
SNUG108 Assessment Details
OVERVIEW

Assessment	Form of Assessment	Due Date	Return/Feedba	Weighting
Formative Assessment *	Quiz	23 Aug 2020 *	Census Date	0%
Assessment 1	Completion of mandatory pre placement requirements	Friday 23 October 2020 1700hrs (Week 10)	N/A	Satisfactory/ Unsatisfactory
Assessment 2	Individual Learning Goals – self assessment	Thursday 17 September 2020, 1700hrs (Week 7)	Within 15 working days of the submission date	20%
Assessment 3	Workplace Experience Assessment Tool	5 working days following the completion of WPE placement	During Workplace Experience	40%
Assessment 4	Reflective portfolio	5 working days following the completion of WPE placement	Within 15 working days of the submission date	40%
Total Marks	100%

2 | SNUG108– WORKPLACE EXPERIENCE 2

Assessment 1	Completion of mandatory pre-placement requirements
Due date	Friday 23rd October, 2020; 1700hrs (Week 10)
Weighting	Satisfactory/Unsatisfactory
Submission	SONIA database
Type of Collaboration	Individual assessment
Details	To meet the mandatory pre-placement requirements for SNUG108, you are to achieve a status of compliant with the NSW Health pre-placement requirements six weeks prior to the commencement of your workplace experience (WPE) placement These mandatory requirements include:  Provide evidence of protection against the infectious diseases specified in this policy directive and comply with the requirements of this policy directive at own cost in accordance with NSW Health PD2018_008, Occupational Assessment, Screening and Vaccination Against Specified InfectiousDiseases  Submit a completed Undertaking / Declaration Form in accordance with GL2018_009 Guidelines for Clinical Placements in NSW Health  The NSW Health Working With Children Checks and Other Police Checks Policy (PD2019_003) requires that all students enrolling in courses that involve clinical placements in NSW Public Health Facilities must undertake a National Police Check.  Overseas’ students must also provide a Police Certificate from their home country / any country they have been permanent residents of or citizens in since turning 16 years of age (translated into English) or provide a signed Statutory Declaration that details whether or not they have a criminal history from their home country or any country that they have resided in, or been a citizen of since turning 16 years of age. Information for this assessment will be accessed from SONIA. Students are only able to be allocated to a WPE placement in SNUG108 once they achieve a compliant status.
Style and format	SONIA database
Subject Learning Outcomes	7
Marking Criteria	N/A

3 | SNUG108– WORKPLACE EXPERIENCE 2

Assessment 2	Individual Learning Goals – self assessment
Due date	Week 7 Thursday, 17 September, 2020, 1700hrs
Weighting	20%
Submission	Submit an electronic copy into a Turnitin submission box within the SNUG108 Moodle site. Assessments can be reviewed and re-submitted up to the due date and time. Please note: There may be a delay in receiving a similarity report if the assessment uploaded multiple times.
Type of Collaboration	Individual Assessment
Length	400 words
Details	You are to consider your learning needs for your SNUG108 WPE placement against the NMBA RN Standards for Practice (2016) and write 2 individual learning goals that you are able to achieve during your WPE placement. Please refer to page 8 and 9 of your WPE Assessment Tool. Registered nurses need to be able to think critically, reflect and assess their own performance against a set of standards. Through each of the workplace experience subjects in the Bachelor of Nursing, you will be asked to set your own learning goals and then assess your performance against the RN Standards for Practice (2016). In this second workplace experience, you need to consider the types of learning experiences you should access to assist your development. For example, you may want to focus on your communication skills with the people you care for that you learnt during your SNUG101 and SNUG105 simulated tutorials and to focus on oral or topical medication administration that you are learning in SNUG105. Learning goals are statements concerning what you would like to accomplish in your learning during your SNUG108 WPE placement. Learning goals may focus on:  your personal learning goals  particular achievements you would like to aimfor  specific knowledge or techniques you would like to focus on  transferable skills that could contribute to your practice as a nurse  progression towards larger learning goals. These learning goal statements may be more meaningful if you think about and reflect on the wider context of your own learning journey as you develop them. To help you this session, you need to think about your own learning and elements that you would like to focus on. You are encouraged to reflect on what you would like to achieve, what skills you would like to develop and how you might achieve these through your workplace experience. Using the template provided you are to: 1. Write 2 individual learning goals using the SMART framework (SMART: specific, measurable, achievable, relevant and timely). 2. List the NMBA Standard(s) for Practice (2016) that the learning goal relates to. 3. Describe the rationale as to why you have selected the learning goal and how the learning goal relates to the RN Standards for practice (2016). 4. The rationale should be supported by an appropriate reference. 5. Detail the steps you will need to do to achieve these. What specific strategies will you implement during your workplace experience?
Style and format	SNUG108 Assessment 2 Individual Learning Goals Template APA-7 Referencing Style
Subject Learning Outcomes	1-7
Marking Criteria	See Rubric page 8

4 | SNUG108– WORKPLACE EXPERIENCE 2

Assessment 3	Workplace Experience Assessment Tool
Due date	The WPE Assessment Tool is to be completed online in SONIA by the last day of your WPE placement OR In exceptional circumstances only where the online version is unable to completed The paper copy of the WPE Summary Page (page 7), student led conversation form, learning goals and summative ANSAT are to be uploaded within 5 working days following completion of your workplace experience: Pattern A – Friday 6 November 2020, 23:59 hours Pattern B – Friday 11 December 2020, 23:59 hours Pattern C – Friday 08 January 2020, 23:59 hours
Weighting	40%
Submission	Assessment is online in SONIA. In exceptional circumstances only where there is no internet access the paper copy of the WPE Summary Page (page 7), student led conversation form, learning goals and summative ANSAT are to be uploaded into the Moodle drop for SNUG108 box for the pattern you are allocated (A or B or C) within 5 working days following completion of your workplace experience.
Type of Collaboration	Individual Assessment
Details	The following outlines the expectations for attendance and to meet the requirements of a 3 grade in your summative ANSAT assessment, the following outlines the expectations. Satisfactory completion includes: Attendance You are to attend 10 days of an allocated Workplace Experience (WPE) Placement. Attendance is to be recorded in hours per day online in SONIA. Your supervisor is to endorse the hours each day and complete a final sign off at the end of your WPE placement to confirm days missed. Endorsement by your clinical supervisor is required. Summative ANSAT A satisfactory completion of your WPE placement is determined by achieving a 3 or higher in your summative ANSAT assessment. The level of knowledge you are required to demonstrate to achieve a 3 in your summative ANSAT assessment is detailed in your WPE Assessment Tool. WPE Assessment Tool is now online. Where a paper based WPE Assessment Tool is used, Upload the following documents into Assessment 3 drop box provided for your relevant Pattern i.e. Pattern A,B or C. 1. Student Led Conversation Form 2. Individual Learning Goals 3. Summative ANSAT Assessment 4. Attendance
Subject Learning Outcomes	1-7

5 | SNUG108– WORKPLACE EXPERIENCE 2

Assessment 4	Reflective Portfolio
Due date	Pattern A – Friday 6 November 2020, 23:59 hours Pattern B – Friday 11 December 2020, 23:59 hours Pattern C – Friday 08 January 2020, 23:59 hours
Weighting	40%
Submission	Submit an electronic copy into the Turnitin submission box for the relevant Pattern (i.e. Pattern A, B or C) within the SNUG108 Moodle site. Assessments can be reviewed and re submitted up to the due date and time. Please note: There may be a delay in receiving a similarity report if the assessment uploaded multiple times.
Type of Collaboration	Individual assessment
Length	1000 words (two reflections)
Details	You are to complete a professional portfolio that demonstrates your learning during your workplace experience (WPE) placement. The portfolio can be completed using any materials or software and must be submitted in a PDF format. You are to consider how 10 days of learning in the clinical environment has contributed to your knowledge and understanding of nursing practice. The professional portfolio is to have the following headings: 1.Introduction You are to provide a short overview of the professional portfolio in this section and outline the care environment where you undertook your WPE placement. Each reflection is to use Rolfe et al. (2001) Reflective model. 2.Reflective Professional Portfolio Reflect on your learning during your WPE placement and share this learning using a creative representation (for example poetry, words, wordle, tagexdo, drawing, collage, pictures, cards or colours). During the construction of your creative representation consider the following questions: 1. Consider your practice experience against your values/virtues? 2. Consider what you did well during your placement? 3. Consider an area for improvement you could focus on for your future WPE placements? Using your creative representation as a guide and examples from your practice, write two 500 word reflections, one for each of the following: 1. Reflecting on the RN Standards for Practice (2016) Standard 2 (Engages in therapeutic and professional relationships), consider how you have met this standard and one or more of the related criteria (2.1 2.2, 2.3 2.4 2.5, 2.6, 2.7). 2. Consider the Person-centred Practice Framework (2017) – pre-requisites. Discuss how your learning across all of your year 1 subjects in Autumn and Spring Sessions (tutorials, simulated nursing tutorials and online) has influenced your understanding of the pre requisites required for nursing practice during your WPE placement. 3. Conclusion In your concluding statements, briefly describe a key learning that you gained during this WPE placement. Each reflection is to use the Rolfe et al. model of reflection (2001). In each section you need to include a reference to the model and how this is being applied, include how it is represented in your creative presentation. Consider how this relates to professional practice standards and codes. Your use of the reflective model must be integrated into the discussion. Do not use subheadings. Use at least minimum of 3 references from authentic sources.
Style and format	APA-7 Referencing Style
Subject Learning Outcomes	1-7
Marking Criteria	See Rubric page 9

6 | SNUG108– WORKPLACE EXPERIENCE 2
7 | SNUG108– WORKPLACE EXPERIENCE 2

Assessment 2: Individual Learning Goals
Criteria	Absent 0	Unsatisfactory 1	Satisfactory 1.5	Excellent 3
Personal learning objectives 30%
Development of SMART individual learning goals linked to the RN Standards for Practice (2016).	There is no evidence of SMART individual learning goals related to SNUG108, with no links to the RN Standards for Practice (2016). Language utilised does not consider the person in the context of the practice environment.	There is minor evidence of the SMART individual learning goals, related to SNUG108 with superficial links to the RN Standards for Practice (2016). Language utilised is mostly person-centred in the context of the practice environment.	There are two identified learning goals related to SNUG108 WPE placement with some elements of the SMART Framework are utilised. Links to the RN Standards for Practice (2016) are present. Language utilised is mostly person-centred in the context of the practice environment	The SMART individual learning goals are detailed and are related to SNUG108 WPE placement with comprehensive links to the RN Standards for Practice (2016). Language utilised is person centred in the context of the practice environment.
Rationale 30%
Provides a rationale to justify the learning goal and explain how it relates to the RN Standards for Practice (2016).	There is no rationale provided to support the learning goal or linked to the RN Standards for Practice (2016).	The rationale demonstrates a superficial link to the learning goal and relationship to the RN Standards for Practice (2016) is present, but unclear.	The rationale and the learning goal are clearly linked with clear explanation of the relationship between the learning goal and the RN Standards for Practice (2016).	The rationales demonstrate an insightful link to the learning goals with a comprehensive explanation of the relationship between the learning goal and the RN Standards for Practice (2016).
Strategies 20%
Discusses relevant and achievable strategies to meet individual learning goals	No strategies are provided to demonstrate how the student will meet their individual learning goals.	One or two strategies are provided, illustrating how they plan on meeting their individual learning goal, but these are not linked to the context of clinical practice. Language utilised is limited or not person-centred in the context of the practice environment.	Three or four strategies provided, illustrating how they plan on meeting their individual learning goal. Learning goals are clearly linked to the context of clinical practice. Language utilised is mostly person-centred in the context of the practice environment.	More than four insightful strategies provided, illustrating how individual learning goals will be developed to enhance learning in clinical practice. Language utilised is person-centred in the context of the practice environment.
Academic Writing – 10%
Uses correct spelling and paragraph structure throughout. Structured as per UOW assessment Handbook	The assessment is poorly structured. No use of the provided template. Minimal use of academic writing conventions	The assessment structure is poor and lacks cohesion. Spelling, punctuation and grammar conventions are applied inconsistently and there are significant number of errors.	The assessment is structured and organised and utilised the provided template. There are some errors in spelling, punctuation & grammar	The assessment is well structured and organised in a logical & coherent way and has used the provided template. Spelling, punctuation and grammar conventions are adhered to with minimal or no errors.
References – 10%

Uses APA 7 style. Both in-text
referencing and reference list
included.

Absent in-text citations and
reference list. There is no use of
peer reviewed literature.

Attempts to use APA 7 style.
Some errors in reference list &
in-text. References included in
reference list not in-text & vice
versa. There is at least one piece
of peer reviewed literature
included.

Complies with referencing style
requirements. Some referencing
errors in-text or referencing list.
There are at least 2-3 pieces of
peer reviewed literature
included.

Complies with all the
referencing style requirements.
There are no errors in
referencing throughout. There is
three or more pieces of peer
reviewed literature included.

Please note: When using this rubric you must fulfil all the lower criteria before being awarded a higher grade.

Assessment 4: Reflective Portfolio
Criteria	Absent 0	Unsatisfactory 1	Satisfactory 1.5	Excellent 3
Portfolio Development – 25%
The portfolio development is complete and demonstrates learning and growth in practice	There are sections of the portfolio not completed. Learning experience described is irrelevant. Language utilised does not consider the person in the context of the practice environment.	All sections of the portfolio are completed. Learning experience described are relevant however may be superficial. Some attempts to explain thoughts/feelings. The reflection attempts to demonstrate thinking about learning but understanding of the meaning of experience unclear. Difficult to see connections between example and learning in the reflections. Language utilised is mostly person-centred in the context of the practice environment.	All sections of the portfolio are completed. Clear and relevant experience outlined. Thoughts and feelings outlined clearly. Some analysis of meaning of experience. Language utilised is mostly person-centred in the context of the practice environment.	All sections of the portfolio are completed. The learning experience being reflected upon is relevant and meaningful to practice. Superior explanation of thoughts and feelings. Thoughtful discussion on what has been learned. Examples and reflection integrated well. Language utilised is person centred in the context of the practice environment.
Creative Representations 10%
Creative representation is imaginative and links within the reflections	Creative representation is not included and the learning related to the clinical practice situation during WPE placement is not discussed.	The creative representation show some form of creativity and imagination. The links between the creative representation and the two reflections are unclear.	The creative representation shows excellent level of creativity and imagination There are clear links between the creative representations and the two reflections.	The creative representation is exceptional and highly imaginative with clear detailed links between the creative representation and the two reflections.
Reflection on RN Standards for Practice (2016) Standard 4 – 15%
Reflecting on the RN Standards for Practice (2016) Standard 2, Engages in therapeutic and professional relationships.	There is no mention of RN Standard for Practice 2 or examples provided in the reflection	There is a minimal application of a formal reflective process with 2 examples provided. Discussion on the RN Standard for practice 2 is minimal with limited evidence.	There is a clear formal reflective process described with practice examples used to demonstrate how the RN Standard for Practice 2 was applied to practice. Discussion is relevant and supported by evidence.	There is a clear formal reflective process that is well linked with examples illustrating how the RN Standard for Practice 2 influenced practice. Discussion is extensive and well supported by peer reviewed evidence.

Reflection on awareness of the prerequisites 15%
Demonstrates awareness of the prerequisites and outlines achievements related to professional competence and interpersonal communication	There is no mention of the prerequisites or examples provided in the reflection	There is a minimal demonstration of awareness of the prerequisites and outlining of achievements related to professional competence and interpersonal communication.	There is a clear formal reflective process that is well linked examples to illustrate how the prerequisites for practice have influenced your practice. Discussion is extensive and well supported by evidence.	Critical reflection is evident with well linked examples to illustrate how the prerequisites for practice have influenced practice. Discussion demonstrates a new insight into your practice and is well supported by evidence.
Reflection on your overall learning 15%
Demonstrates the impact in practice from learning across all subjects in Autumn and Spring session	There is no mention of overall learning in Autumn and Spring session or examples provided in the reflection	There is a minimal demonstration of any impact in practice from learning across all subjects in Autumn and Spring session	There is a clear formal reflective process that is well linked with examples to illustrate how the learning in Autumn and Spring session has influenced your practice. Discussion is extensive and well supported by evidence	Critical reflection is evident linked well with examples to illustrate how the learning in Autumn and Spring session influenced practice. Discussion is demonstrates is extensive and shows new insight. Well supported by evidence.
Academic Writing – 10%
Uses correct spelling and paragraph structure throughout. Structured as per UOW assessment Handbook	The assessment is poorly structured. No use of the provided template. Minimal use of academic writing conventions	The assessment structure is poor and lacks cohesion. Spelling, punctuation and grammar conventions are applied inconsistently and there are significant number of errors.	The assessment is structured and organised and utilised the provided template. There are some errors in spelling, punctuation & grammar	The assessment is well structured and organised in a logical and coherent way and has used the provided template. Spelling, punctuation and grammar conventions are adhered to with minimal or no errors.
References – 10%
Uses APA 7 style. Both in-text referencing and reference list included.	Absent in-text citations and reference list. There is no use of peer reviewed literature.	Attempts to use APA 7 style. Some errors in reference list and in-text. References included in reference list not in-text and vice-versa. There is at least one piece of peer reviewed literature included.	Complies with referencing style requirements. Some referencing errors in-text or referencing list. There are at least 2-3 pieces of peer reviewed literature included.	Complies with all the referencing style requirements. There are no errors in referencing throughout. There is three or more pieces of peer reviewed literature included.