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please its REFLECTIVE WRITING
Assessment 2: Reflective Writing Assignment Description: Students will learn to reflect on sociological topics related to society, culture and health and apply the Sociological Imagination Template to their chosen topic. Using the Reflective Learning and Writing Proforma on LEO and using reflective language, respond to one of the two topics provided on LEO for the reflective assessment task. Use the proforma steps as headings and write in paragraphs below the headings. Ensure that you use all the factors from the SI template in completing this reflective writing task. It is not necessary to use all four factors in every step of the proforma. All sources should be referenced using APA style. Due date: Week 6, Friday 15th April 2016 at 11.59pm Weighting: 40% Length and/or format: 1,750 words Purpose: To enable students to learn to reflect on sociological topics related to health and culture and to develop and implement the Sociological Imagination Template to their chosen question. Learning outcomes assessed: 1 & 2 How to submit: Submit Via LEO Assessment Block – Turnitin Return of assignment: Returned via Turnitin on a post date to be advised Assessment criteria: This task will be assessed using the Reflective Writing Rubric Reflection topic: Select one topic only 1. Reflect on the adverse environmental impacts of the rapid development of electronic communication and technology as one of the globalising processes affecting population health in Australia. Within your reflection discuss why health professional teams can ensure environmental sustainability to improve health equity. Reflect using the sociological imagination template as a guide. 2. Reflect on how you would compare and contrast your own definitions of health and illness with the definitions of health and illness you would provide for a group of low socio-economic status people living with a chronic illness and or disability.
HLSC120: Society, Culture and Health; Semester 1 2016
Assessment 2: Reflective Learning & Writing Proforma
Weighting of unit = 40% Word limit 1750 words
Due Date: 12 midnight, 15th April, 2016
Use this proforma to organise your response to the reflective assessment task. Use the steps as headings and write in paragraphs below the headings; this is not an essay task. All your sources should be referenced using APA style. Ensure that you use all the factors from the SI template in completing this reflective writing task. You do not need to use all four factors in every Step of this proforma.
Step 1
Carefully choose one topic from the Reflective Learning and Writing Assessment section of the unit outline to guide your reflection. Write the topic here:
Step 2
Using the Gibbs Reflective Model (1998) and the ACU academic skills reflective writing resource, reflect upon and analyse your knowledge, experiences and observations in relation to your chosen question from Step 1. (250 words)
Step 3
Next, identify and cite one of the readings, articles or videos from the eModules and discuss how this resource helps you to expand and deepen your original reflections on this topic. (250 words)
Step 4
Using the sociological imagination template, answer the original question you identified in Step 1, using Germov (2014) and a minimum of four other academic sources (e.g. journal articles, research reports) to support your answer. Locate these academic sources through your own information search. (1000 words)
Step 5
Finally, choose one of the Graduate Attributes (at the front of the Unit Outline) that is most relevant and explain how answering this eModule question has helped you to develop this Graduate Attribute. Reflect and analyse on your thoughts and feelings on the original question in the light of your research. (250 words)
Reference – Gibbs (1998) http://www.crowe-associates.co.uk/coaching-and-mentoring-skills/gibbs-reflective-cycle/
Prepared!by!the!ACU!Academic!Skills!Unit for!HLSC120 Last!update/review:!20/2/12 1 Reflective)Writing)Examples Example 1:)Extract)taken)from)a)published)journal)article Day,!A.!L.!(2001).!The!journal!as!a!guide!for!the!healing!journey.!Holistic(Nursing(Care,(36(1),! 131L141. I!was!reconnected!to!the!journal!process!during!my! masters!program in!1988,!when!I!took!a!class!in! journaling!that!introduced!me!to!the!infinite! possibilities!that!the!journal!provided!for!selfL understanding!and!healing.!I!became!passionate! about!the!journal!and!what!it!can!provide!in!depth! and!clarity!of!issues!on!all!levels!including!physical,! mental,!emotional,!and!spiritual.!As!a!holistic!nurse,! I!knew!that!selfLassessment!on!these!four!levels!was! the!key!to!recognising!where!a!patient!needed!to!go! for!balance!and!healing.!The!journal!became!an! intimate!friend!and!a!tool!that!I!used!successfully!in! working!with!others!who!came!to!me!for! treatments!in!healing!touch,!wellness!counselling,! and!massage.!These!past!12!years!of!using!and! teaching!this!tool!have!continued!to!affirm!how! powerful!the!multitude!of!journal!techniques!can!be! for!facilitating!healing!and!wellness.!It!is!with!great! joy!that!I!share!some!of!the!experiences!I!have! witnessed!in!journaling!the!healing!journey.! Some)Writing)Features:) • Gives)a)specific)time)and)experience: “1988”,!“masters!program”,!“took!a!class” • Writes)in)the)first)person: “I”,!“me”! • Explains)the)specific)focus: “infinite!possibilities!that!the!journal!provided!…” • Gives)reasons: “what!it!can!provide!in!depth!and!clarity!of!issues …” • Identifies)emotional)/)feeling)responses:!!“I!was!passionate” • Identifies)cognitive)/)thinking)responses: “I!knew” • Relates)to)the)profession)or)discipline: “As!a!holistic!nurse” • Uses)the)language)of)the)area)of)study: “selfLassessment”,!“healing!touch”,!balance! and!healing”,!“facilitating”! • Discusses)the)topic: “the!key!to!recognising!where!a!patient!”,!“a!tool!that!I!used!…” • Makes)an)evaluation: “!These!past!12!years!…!have!continued!to!affirm!how! powerful!…!can!be!!…”! • Use)past)tense)for)past)events: “have!continued”,!“became”,!“needed” • Uses)present)tense)to)discuss)in)general: “is”,!“I!share”! • Suggests possibility: “can!be”,!“can!provide” Structure: This!introduction!is!based!on!the! writer’s!own!personal!experience: • Identifies!the!experience!in!time! and!place!(What?) • Gives!the!main!focus!idea!or! theme!(What?) • Makes!the!response!personal!by! establishing!the!writer’s!voice:! feelings!and!thoughts!(Who?) • Discusses!the!response:!(Why?! and!How?) • Gives!evaluation!(So!what?) • As!an!introduction,!previews! what!is!to!come!in!the!next! paragraphs!(Now!what?) *Note: Students!need!to!follow!their! Unit’s!Marking!Guide!instructions!for!!! referencing!ideas!for!assessment! tasks. Prepared!by!the!ACU!Academic!Skills!Unit for!HLSC120 Last!update/review:!20/2/12 2 Example 2:)Part)of)a)Nursing)student’s summary)of)a)reflection)on)a)role)play Before!I!conducted!the!miniLmental!assessment,!I! assumed!it!was!going!to!be!an!easy!task; asking!a! few!questions,!getting!the!answers!and!leaving.! Thus,!I!was!surprised!to!realise!that!I!needed!to!get! to!know!the!patient,!gain!some!trust and!still! manage!my!time!well;!otherwise,!I!would!not!get! the!information!I!needed!to!complete!an!effective patient!assessment.!… I!have!learnt!to!actually! listen!to!the!patient and!not!rush!through,!as! important!issues!or!concerns!could!be!missed!(Day! &!Levitt!Jones,!2008).!Also,!my!communication!skills! in!responding!to!the!patient’s!answers!need!to!be! expanded!and!improved,!as!that!is!going!to!be!a! large!part!of!my!nursing!career!(O’Toole,!2008).!My! emphasis!should!have!been!on!the!patient’s!well! being!and!feelings,!not!just!on!my!own!agenda. On! placement!in!October,!I!will!be!able!to!put!this! knowledge!from!the!role!play!into!practice.!I!need! to!be!a!confident!student!nurse!and!not!feel!so! awkward;!thus,!patients!will!respond!in!a!far!more! positive!way!towards!me.!I!also!need!to!remember! to!gain!permission!before!addressing!the!patient!by! their!first!name!(Estes,!2010)!and!introduce!myself! as!a!student!nurse!from!ACU. Some)Writing)Features: • Identifies)specific)times)and)experience: “miniLmental!assessment”,!“placement!in! October” • Uses)first)person: “I”,!“my” • Gives)an)affective)response: “I!was!surprised” • Gives)thinking)/)cognitive)response: “I!assumed”,!“to!realise” • Identifies)the)focus)of)learning: “I!have!learnt!to” • Uses)past)tense)for)past)events: “conducted” • Uses)present)tense)for)general)discussion: “I!need!to!remember” • Uses)future)tense)for)applying)knowledge)in)other)situations: “patients!will! respond!to” • Discusses)the)response:)“as!important!issues!could”,!“I!would!not!get” • Identifies)weaknesses)and)makes)evaluation: “My!emphasis!should!have!been!on” • Identifies)new)insight)or)understanding: “not!just!on!my!own!agenda”,!be!a! confident!student!nurse”,!“not!feel!so!awkward” • Shows)evidence)of)reading: paraphrases!from!Day!and!Levitt!Jones,!2008;!O’Toole,! 2008;!and!Estes,!2010 • Gives)reasons)for)comments: “Otherwise”,!“thus”,!“as”! • Suggests)possibility: “I!will!be!able!to”,!“could!be” Structure: Follows the!requirements!for! the!particular!assessment!task: • Identifies!the!personal! experience!(What?) • Makes!the!response!personal! by!establishing!the!writer’s! voice:!initial!thoughts!and! feelings!(Who?!What?) • Identifies!the!focus/theme • Discusses!the!response,! strengths and!weaknesses:! (Why?!How?) • Gives!evaluation!(So!what?) • Gives!implications!for!the! future!(Now!what?) Prepared!by!the!ACU!Academic!Skills!Unit for!HLSC120 Last!update/review:!20/2/12 3 Example 3:)Part)of)a)Midwifery)student’s)reflective)summary from)her journal O’Brien!(2008)!asks!us!as!nurses/midwives!if!we!can “serve!as!loving!witnesses!to!heal!a!wounded! world”!(p.!46).!Suffering!is!a!mystery!for!me.!I agree! with!Burkhardt!and!NagaiLJacobson!(2009)!that!it! occurs!on!physical,!mental,!emotional!and!spiritual! levels.!I!experience!suffering!as!significant!personal! growth!that!is!…! I!don’t!go!looking!for!it,!but!it!does! come!knocking!just!by!the!fact!of!being!a!mother,! friend,!student!and!belonging!to!a!wider!human! family!(Wright!&!SayreLAdams,!2000).!Burkhardt! and!NagaiLJacobson!(2009)!highlight!that!in!our!own! understanding!of!suffering!and!responses!to!the! same,!the!nurse/!midwife!is!in!a!better!position to! “discern!whether!honouring!another’s!suffering! requires!action,!presence,!absence!or!a! combination!of!these”!(p.!624). In!my!clinical! placement,!in!one!week!there!were!three!stillbirths! attended!by!midwives.!!There was!an!occasion! where!I!physically!came!upon!one!of!the!women!in! the!corridor!and!later!outside!the!building.!In!the! corridor!our!eyes!met!and!I!nodded!…!it!just! seemed!right.!Downstairs!on!my!way!home,!I! stopped!and!just!said,!“I!have!no!words!for!your! loss”.!The!Indian!mother!nodded.!There!are!very! specific!rituals!for!a!Hindu!couple!to!attend!to!in! death.!The!midwife!and!bereavement!team! attended!to!the!couple!with!a!combination!of! presence,!absence!and!action. Structure: Follows!the!requirements!for!the! particular!assessment!task: • Identifies!a!focus/theme! from!the!readings!(What?) • Gives!a!personal!response!by! establishing!the!writer’s!voice:!! thoughts!and!feelings!(Who?) • Discusses!response!to!the! literature!(How?!Why?) • Identifies!the!personal! experience?!(What?) • Describes!the!experience!in! terms!of!the!focus!and! learning!from!the!reading • Gives!an!evaluation:!this! shows!the!student’s!insight! from!the!literature!and!the! experience!(So!what?) Some)Writing)Features: • Identifies)specific)experience: “clinical!placement”,!“an!occasion” • Uses)first)person: “I”,!“my” • Gives)an)affective)response: “I!experience” • Gives)thinking)/)cognitive)response: “I!agree!with”,!“our!understanding” • Identifies)the)focus: “suffering”,!“action,!presence,!action” • Uses)past)tense)for)past)events: “came!upon”,!“nodded” • Uses)present)tense)for)general)discussion: “does!come!knocking”,!“have” • Discusses)the)response:)“the!midwife!is!in!a!better!position!to”,!“as!significant” • Makes)evaluation,)shows)insight)into)the)experience: “it just!seemed!right”,! “attended!to!the!couple!with” • Discusses)the)scholarly)literature: Burkhardt!and!NagaiLJacobson,!2009;!O’Brien,! 2008;!Wright!and!SayreLAdams,!2000 • Gives)reasons)for)comments: “just!by!the!fact!of”,!“as”!! Prepared!by!the!ACU!Academic!Skills!Unit for!HLSC120 Last!update/review:!20/2/12 4 Example 4:)Short)reflective)responses)from)a)Midwifery)student’s)journal) Response)1: I!agree!with!Vaughan’s!(n.d.)!words!that!only!I!can choose!to!change!myself;!however,!it!is!often!not! enough! … Response)2: I!can!be!a!mirror!to!others!to!help!them!in!healing! but!I!think!clients!find!the!solutions!within! themselves!which are!best!for!their!situation.!I! certainly!think!that!my!encounters!with!individuals! create,!opportunity,!give!empathy!and!can!aid!a! process;!however, the!hard!work!is!to!the!client’s! credit.!It!means!that!the!client!has!the!responsibility! of!coLoperation!and!participation!in!the!treatment! plan.!For!me,!I!do!realise!that!if!I!attend!to!my!own! healing!path, this!will!enable!me!to!be!more! compassionate!and!not!be!reactive!to!triggers!of! past!events. Response)3: Growing!up!it!was!important!for!people!to!like!me!…! this!caused!me!so!much!hurt!and!inability!to!be!the! best!person!I!can!be.!Since!then,!the!onion!has!been! pulling!back!the!layers.!It!was!only!this!year!reading! different!spirituality!texts, like!Wright!and!SayreL Adams!(2000)!and!Barnum!(2003), when! surprisingly!the!issue!reLsurfaced,!that!I!decided! that!people!didn’t!have!to!like!me,!they!didn’t!even! have!to!talk!to!me!…!It!was!so!freeing!and!I!don’t! know!why!it!was!that!day!among!years!of!days!that! that!breakthrough!came. General)Structure: Follows!the!task!instructions! for!short!responses!to! readings: • The!first!sentence! specifically!answers!the! task!question!(What?) • Gives!reasons!for!the! response (Why?) • Gives!a!personal!response! by!establishing!the!writer’s! voice:!by!thoughts!and! feelings!(Who?!What?) • Discusses!the!response!in! terms!of!own!learning!and! the!scholarly!literature (How?) • Shows!personal!insight!or! makes!evaluation!(So! what?)! Some)Writing)Features: • Identifies)times)and)experience: “growing!up”,!“in!healing”,!“only!this!year” • Uses)first)person: “I”,!“my”,!“me”,!For!me” • Gives)an)affective)response: “It!was!so!freeing”,!“it!is!often!not!enough!” • Gives)thinking)/)cognitive)response: “I!decided”,!“think”,!“I!agree” • Identifies)the)focus,)student)response)to)the)idea/theme: “change!myself”,! “mirror!to!others!to!help!them”,!“important!for!people!to!like!me” • Uses)past)tense)for)past)events: “has!been!pulling”,!“was” • Uses)present)tense)for general)discussion: “has”,!“is” • Discusses)the)response:)“if!I!attend!to”,!“however”,!“It!means!that”,!“caused!me” • Makes)evaluation,)shows)insight)into)the)experience: “the!breakthrough!came”,! “this!will!enable!me”,!“I!don’t!know!why”,!“are!best” • Shows)evidence)of)reading:!!!Wright!and!SayreLAdams!(2000)and!Barnum!(2003) • Uses)language)of)certainty,)doubt)and)possibility:))“can!choose”, “can!aid”,! “certainly”,!“can!be”,!“if”!
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