Reflection Essay Format ( Contemporary Indigenous Health well-being )
Contemporary
Indigenous Health and Wellbeing – 92441 and 92456
Spring 2019
Assessment item 3: – Guided Reflection
Weight: 40% Word limit: 1500 words
For this assessment, it is required that you use a validated reflective framework to underpin the discussion of your attitudes, beliefs and values towards Aboriginal & Torres Strait Islander people that have arisen in this subject. An example of a validated framework is ‘Gibbs model of reflection’.
Task:
1. Go back and review what you submitted in assessment item 1, i.e. your initial assumptions at the beginning of your journey through this subject. Tip: Do not merely repeat what you wrote before, but look at the feedback you received.
2. Review and analyse what you submitted in assessment item 1 along with the subject content. Reflect and describe thoughts, feelings and emotions that have been experienced while participating in the subject. Use three (3) specific examples of learning activities. Tip: this is an extension of assessment item 1 not a repetition of what you have already written, it is a description of your personal journey in this subject. It is suggested that you use the ABCD Cultural assessment tool to enhance your discussion.
3. Explain how you think what you have learnt in this subject might impact on your future nursing practice with Aboriginal & Torres Strait Islander people. You are required to embed the Graduate Attributes, RN standards and UTS Indigenous Graduate Attributes.
92441 and 92456 Contemporary Indigenous Health and Wellbeing Assessment 3: Guided Reflection 40%
HD D C P Z
Provides an overview of
how your values and
beliefs in relation to
interacting with
Aboriginal & Torres
Strait Islander people
have or have not
changed since you
wrote your intial
reflection in assessment
item 1. Uses a validated
framework for
reflection.
(Potential 5 marks)
SLO A
The reflection uses a
validated framework to
provide a clear, well-
structured and in depth,
personal insight into how
your own beliefs and values
beliefs in relation to
interacting with Aboriginal
& Torres Strait Islander
people have or have not
changed since you wrote
your intial reflection in
assessment item 1.
The reflection uses a
validated framework for
reflection to provide a
clear, well-structured and
personal insight into the
students own beliefs and
values in relation to
interacting with Aboriginal
& Torres Strait Islander
people have or have not
changed since you wrote
your intial reflection in
assessment item 1.
The reflection uses a
validated framework for
reflection to provide a
mostly clear and mostly
well-structured insight into
the students own beliefs
and values in relation to
interacting with Aboriginal
& Torres Strait Islander
people have or have not
changed since you wrote
your intial reflection in
assessment item 1.
The reflection uses a
validated framework for
reflection to provide some
insight into the students
own beliefs and values
impacted in relation to
interacting with Aboriginal
& Torres Strait Islander
people have or have not
changed since you wrote
your intial reflection in
assessment item 1. Work is
not clear and well
structured at all times.
The reflection did not use a
validated framework for
reflection to provide insight
into the students own
beliefs and values in
relation to interacting with
Aboriginal & Torres Strait
Islander people have or
have not changed since you
wrote your intial reflection
in assessment item 1. The
writing requires effort to
understand due to serious
errors in grammar and
vocabulary that affect
clarity of communication.
Using 3 specific
examples of learning
activities from the
subject, reflect on and
describe your thoughts,
feelings and emotions
experienced have
changed in relation to
interacting with
Aboriginal & Torres
Strait Islander people.
Uses a validated
framework for
reflection.
(Potential 15 marks)
SLO B, C
The reflection uses a
validated framework for
reflection and 3 specific
examples of learning
activities from the subject
to provide a well-structured
and in depth, personal
insight into how this subject
may change your decision
making in relation to
interacting with Aboriginal
& Torres Strait Islander
people. Written expression
is clear throughout
including correct spelling,
grammar and punctuation.
The reflection uses a
validated framework for
reflection and 3 specific
examples of learning
activities from the subject
to provide a well-structured
and personal insight into
how this subject may
change your decision
making in relation to
interacting with Aboriginal
& Torres Strait Islander
people. Written expression
is clear throughout
including correct spelling,
grammar and punctuation.
The reflection uses a
validated framework for
reflection and 3 specific
examples of learning
activities from the subject
to provides insight into how
this subject may change
your decision making in
relation to interacting with
Aboriginal & Torres Strait
Islander people. Written
expression is mostly clear
throughout with minor
errors in spelling, grammar
and/ or punctuation.
The reflection uses a
validated framework for
reflection and 3 specific
examples of learning
activities from the subject
to provide some insight into
how this subject may
change your decision
making in relation to
interacting with Aboriginal
& Torres Strait Islander
people. Written expression
mostly clear with some
errors in spelling, grammar
and/ or punctuation.
The reflection did not
demonstrate personal
insight into how the 3
examples may change your
decision making in relation
to interacting with
Aboriginal & Torres Strait
Islander people or did not
provide 3 examples. The
writing requires effort to
understand due to serious
errors in grammar and
vocabulary that affect
clarity of communication.
Reflect on how the
subject may impact
your future nursing
practice with Aboriginal
The discussion uses a
validated framework to
provide a well-structured
and in depth, personal
The discussion uses a
validated framework for
reflection to provide a well-
structured and personal
The discussion uses a
validated framework for
reflection to provide a well-
structured insight into how
The reflection uses a
validated framework for
reflection to provide some
insight into how this subject
The reflection did not
demonstrate personal
insight into how this subject
may impact your future
and Torres Strait
Islander people
incorporating the RN
standards, the UTS
Graduate Attributes
and UTS Indigenous
graduate attributes.
Uses a validated
framework for
reflection.
(Potential 15 marks)
SLO B, D
insight into how this subject
may impact your future
nursing practice in relation
to Aboriginal & Torres Strait
Islander people. The RN
standards, UTS Graduate
Attributes and Indigenous
graduate attributes are
clearly embedded
throughout the discussion
and current and relevant
evidence based literature
from a variety of sources is
incorporated correctly and
effectively.
insight into how this subject
will impact the students’
future nursing practice in
relation to Aboriginal &
Torres Strait Islander
people. The RN standards,
UTS Graduate Attributes
and Indigenous graduate
attributes are clearly
embedded throughout the
discussion and current and
relevant evidence based
literature from a variety of
sources is incorporated
correctly and effectively.
this subject may impact
your future nursing practice
in relation to Aboriginal &
Torres Strait Islander
people. The RN standards,
UTS Graduate Attributes
and Indigenous graduate
attributes are included in
the discussion and current
and relevant evidence
based literature is mostly
incorporated correctly.
may impact your future
nursing practice in relation
to Aboriginal & Torres Strait
Islander people. The RN
standards, UTS Graduate
Attributes and Indigenous
graduate attributes are
referred to and current and
relevant evidence based
literature is mostly included
correctly, however could be
developed further.
nursing practice in relation
to Aboriginal & Torres Strait
Islander people. The RN
standards, UTS Graduate
Attributes and Indigenous
graduate attributes are not
linked to the discussion.
Written expression is not
clear and/or is not
adequately supported using
relevant evidence-based
literature.
Ability to portray
Aboriginal and Torres
Strait Islander Peoples
sensitively in writing
(Potential 5 marks)
SLO B
Writing demonstrates
cultural respect in how
people are represented. All
language used in the essay
is appropriate regarding
history, society, naming,
culture, spirituality and
classifications of Aboriginal
and Torres Strait Islander
peoples. Where
appropriate, Aboriginal
People are referred to by
their country, nation, or
language group rather than
generic identifiers such as
Aboriginal or Indigenous.
Writing demonstrates
cultural respect in how
people are represented.
Terminology referring to
Indigenous Peoples is
correct and proper nouns
are capitalised. Where
appropriate, Aboriginal
People are referred to by
their country, nation, or
language group rather than
generic identifiers such as
Aboriginal or Indigenous.
Writing demonstrates
cultural respect in how
people are represented.
Terminology referring to
Indigenous Peoples is
correct and proper nouns
are capitalised.
Writing mostly uses
appropriate terminology to
demonstrate cultural
respect, but some use of
acronyms present and
some capital letters for
nouns missing.
Writing does not reflect
cultural respect of
Aboriginal and Torres Strait
Islander Peoples, with
frequent use of acronyms,
generalisations and lack of
support from relevant
literature.
Activities 1 from tut – –
https://uts.kanopy.com/product/babakiueria
Activities 2 from lecture –
Activities 3 – https://uts.kanopy.com/product/why-me-stolen-generations
From: Cultural Relevance in End-of-Life Care
http://ethnomed.org/clinical/end-of-life/cultural-relevance-in-end-of-life-care
1
Kagawa-Singer and Blackhall developed a cultural assessment mnemonic approach to assess the degree of
cultural adherence to help avoid stereotyping and decrease the risk of miscommunication (Kagawa-Singer &
Backhall, 2001). The ABCD cultural assessment is outlined below:
Relevant Information Questions and Strategies for the Health Care
Provider
Attitudes of parents and families:
• What attitudes does this ethnic /cultural
group in general –
and the patient and family in particular –
have about truth telling with regard to
diagnosis and prognosis?
• What is their general attitude towards
discussion of death and dying?
• Do they have positive or negative attitudes
about particular aspects of care?
• Increase one’s knowledge about the
values, beliefs, and attitudes of the
cultural group most frequently seen in
your practice.
• Determine the patient and family’s
perception of an illness: “What does your
illness/sickness mean to you?”
• Determine if the patient uses traditional
healing practices and for what problems.
• Determine if the patient or family has
positive or negative attitudes about a
particular aspect of care being addressed,
such as advance directives.
Beliefs:
• What are the patient’s and family’s
religious and spiritual beliefs, especially
relating to the meaning of death and
dying, the afterlife, and miracles?
• “Spiritual or religious strength sustain
many people in times of distress. What is
important for me to know about your faith
or spiritual needs?”
• “How can we support your needs and
practices?”
• “Where do you find your strength to make
sense of what is happening to you?”
Context:
• Determine the historical and political
context of the patient’s and family’s lives,
including place of birth, refugee or
immigrant status, poverty, experience with
discrimination, health disparities, language
spoken, and degree of integration within
their ethnic community and the degree of
assimilation into Western culture.
• “Where were you born and raised?”
• “How long have you lived in the United
States?” What has your experience been
since coming to the U.S. (or the city)?”
• “How has your life changed since coming
to the U.S.?”
• “What language are you most comfortable
using when talking about your health
care?”
• “What were other important times in your
life that might help us better understand
your situation?”
Decision-making style:
• What is the general decision-making style
of the cultural group and specifically of the
patient and family?
• Is the emphasis on the individual decision-
making process or the family decision-
making process?
• “How are decisions about health care
made in your family?”
• “Who is the head of the family?”
• “Is there anyone else I should talk to in
your family about your condition?”
http://ethnomed.org/clinical/end-of-life/cultural-relevance-in-end-of-life-care�
From: Cultural Relevance in End-of-Life Care
http://ethnomed.org/clinical/end-of-life/cultural-relevance-in-end-of-life-care
2
Environment:
• What resources and support are available
to the patient and family?
• What resources are available to assist the
health care provider to interpret the
significance of the patient’s culture?
• Identify community resources that may be
of assistance to the health care provider
and the patient and family, such as
translators, health care workers from the
same community as the patient,
community associations, religious leaders,
and healers.
Kagawa-Singer, M., & Backhall, L. (2001). Negotiating cross-cultural issues at end of life. Journal of American Medical
Association, 286(3001), 2993-.
http://ethnomed.org/clinical/end-of-life/cultural-relevance-in-end-of-life-care�
- Kagawa-Singer & Blackhall’s ABCD Cultural Assessment Model
Nursing and Midwifery Board of Australia
G.P.O. Box 9958 | Melbourne VIC 3001 | www.nursingmidwiferyboard.gov.au | 1300 419 495
Fact sheet
March 2018
Code of conduct for nurses and Code of conduct for midwives
Introduction
The Nursing and Midwifery Board of Australia (NMBA) undertakes functions as set by the Health
Practitioner Regulation National Law, as in force in each state and territory (the National Law). The NMBA
regulates the practice of nursing and midwifery in Australia, and one of its key roles is to protect the
public. The NMBA does this by developing registration standards, professional codes, guidelines and
standards for practice which together establish the requirements for the professional and safe practice of
nurses and midwives in Australia.
Registration as a nurse and/or midwife requires you to meet the NMBA mandatory registration standards
and to practise within the relevant NMBA approved standards, codes, guidelines and frameworks.
This fact sheet provides guidance about the Code of conduct for nurses (2017) and Code of conduct for
midwives (2017) (the codes).
Why was the Code of professional conduct for nurses in Australia and the Code of
professional conduct for midwives in Australia replaced with the Code of conduct for
nurses and the Code of conduct for midwives?
Since the introduction of the National Scheme in 2010, the NMBA has established a systematic process
to review, consult on and develop all standards, codes and guidelines in keeping with good regulatory
practice.
The development of the codes incorporated the first review since 2008 of the current Code of
professional conduct for nurses in Australia (2008) and Code of professional conduct for midwives in
Australia (2008). The Nurse’s guide to professional boundaries and Midwife’s guide to professional
boundaries (2010) were also reviewed for the first time since 2010.
The codes now reflect current nursing and midwifery practice in all contexts and are up to date, relevant
and useful.
Why have the guidelines for professional boundaries been incorporated into the codes?
As part of the review of the codes, the NMBA commissioned research to inform its decision-making. This
research suggested that the presence of multiple codes and guidelines makes them less memorable and
may have a negative impact on nurses and midwives using the documents. The NMBA has been
thorough in the integration of professional boundaries into the codes, ensuring that all aspects of
expected conduct and behaviour can be accessed in one document.
What are the main features of the codes?
The Code of conduct for nurses and Code of conduct for midwives have the following features:
• conduct is framed around seven principles, each with a supporting values statement
− the principles are categorised into four domains
Fact sheet: Code of conduct for nurses and Code of conduct for midwives Page 2 of 3
− ‘person’ is used to refer to the those in a professional relationship with a nurse
− ‘woman’ is used to refer to those in a professional relationship with a midwife
• they apply to all nurses and midwives across all areas of practice
• they are founded on evidence-based practice, and
• they are designed to be read in conjunction with NMBA standards, codes and guidelines.
The glossary is also important to understanding the meaning of key terms used in the codes.
The new codes have been modelled on the multi-profession shared code of conduct used by
most registered health professions.
Why are there separate codes for nurses and midwives?
As a part of public consultation, the NMBA specifically sought stakeholders’ views on having combined or
separate codes of conduct for nurses and midwives. The NMBA’s original position was to maintain
separate codes and this was supported by feedback in the public consultation. However, the NMBA has
made a commitment in the future to consider the inclusion of nursing and midwifery in the multi-profession
shared code of conduct.
I am a nurse and a midwife, which code applies to me?
If you hold dual registration as a nurse and a midwife, both codes apply to you.
My employer has a code of conduct. Do I also have to comply with the NMBA code/s?
Yes. The NMBA codes are used in the regulation of all nurses and midwives in Australia and therefore all
nurses and/or midwives must comply with the code. Most organisations also have their own code of
conduct to which employees must comply for employment and industrial purposes.
My practice does not involve direct clinical care. Do the codes apply to me?
Yes. The principles of the codes apply to all types of nursing and midwifery practice in all contexts. This
includes any work where a nurse and/or midwife uses nursing and/or midwifery skills and knowledge,
whether paid or unpaid, clinical or non-clinical. This includes work in the areas of clinical care, clinical
leadership, clinical governance responsibilities, education, research, administration, management,
advisory roles, regulation or policy development. The code also applies to all settings where a nurse
and/or midwife may engage in these activities, including face-to-face, publications, or via online or
electronic means.
What is ‘cultural safety’ and why is it a requirement in the codes?
Aboriginal and Torres Strait Islander peoples experience poorer health outcomes than non-Indigenous
peoples.
Cultural safety is a proven way for nurses and midwives to contribute to better health outcomes and
experiences for Aboriginal and/or Torres Strait Islander peoples.
Cultural safety is about acknowledging the social, historical and structural factors that can have an impact
on the health of Aboriginal and/or Torres Strait Islander peoples. Rather than saying ‘I provide the same
care to everyone regardless of difference,’ cultural safety means providing care that takes into account
Aboriginal and/or Torres Strait Islander peoples’ needs.
Cultural safety is recognising the ways you can provide care that meets Aboriginal and/or Torres Strait
Islander peoples’ needs and reflect on the ways that your own culture and assumptions might impact on
the care you give.
When nurses and midwives challenge beliefs based on bias or assumption, and work in partnership with
people and communities, they contribute to better healthcare experiences for Aboriginal and Torres Strait
Islander peoples.
Many nurses and midwives will already be practising cultural safety, even if they have not heard of the
term. The new codes of conduct guide all nurses and midwives on a cultural safety.
Fact sheet: Code of conduct for nurses and Code of conduct for midwives Page 3 of 3
The NMBA worked in partnership with the Congress of Aboriginal and Torres Strait Islander Nurses
and Midwives (CATSINaM), who provided expert advice and evidence on cultural safety.
What is ‘culturally safe and respectful practice’?
The codes of conduct provide guidance around the key principles of culturally safe and respectful practice.
These principles are about respecting and acknowledging different cultures, beliefs, identities and
experiences and practising in a way that takes these differences into account.
Culturally safe and respectful practice requires nurses and midwives to challenge bias and beliefs based
on assumption, such as assumptions based on gender, disability, race, ethnicity, religion, sexuality, age or
political beliefs.
Why do the codes have a specific section on bullying and harassment, when it is usually an
employment or performance related issue?
All elements of the review process (including the research, notification analysis and consultation)
recommended that the NMBA include a specific section on bullying and harassment. The NMBA acted on
the evidence and has clearly stated in the codes that bullying and harassment is not acceptable and
should not be tolerated.
However, in most circumstances issues relating to bullying and harassment should be managed by the
employer as a performance issue. It is only in circumstances where cases of bullying and harassment
directly affect public safety that a notification to the NMBA, Nursing and Midwifery Council in New South
Wales, or the Health Ombudsman in Queensland is required.
For more information
• Visit www.nursingmidwiferyboard.gov.au under Contact us to lodge an online enquiry form
• For registration enquiries: 1300 419 495 (in Australia) +61 3 9275 9009 (overseas callers)
http://www.nursingmidwiferyboard.gov.au/
ESSAY GUIDELINES
1. The discussion should be supported by relevant literature (peer reviewed) and health statistics.
2. Your essay should have an introduction and a conclusion.
NO headings.
3. You are NOT to use Wikipedia to support the discussion. Essays that do not just rely on the statistics presented in the Literature will attract higher marks.
4. It is expected that presentation of the essay and referencing will be in accordance with the Faculty guidelines. Marks will be deducted for incorrect referencing, and presentation (up to 10%).
5. The Referencing is to be attached and not to be included in the word count.
6. All late assessment submission to be submitted through the late assessment portal.
7. All documents must be in Microsoft word only, no PDF format – for the reason being there may be a discrepancy in your similarity report.
REFERENCING QUESTIONS
What is a peered reviewed reference?
Peer-reviewed articles/ references have been evaluated/edited by several researchers or subject specialist in the academic community prior to accepting it for publication. Also known as scholarly or refereed. Verify that a journal is peer reviewed (refereed) by looking up the journal title in Ulrich’s Periodicals Directory
You must ONLY use edited or peered reviewed sources.
How old can my references be?
Generally they need to be less than 5 years.
How many in text references should I make?
Usually 1 new reference for every 100 words, just remember if you are telling us a fact it needs to be supported by a peer reviewed article/ statistics.
How many overall references should I access?
There is NO minimum number of references required, but generally it should be a wide range of views to support your analysis and discussion.
Gibbs’ Model of the Reflective Cycle
Below is a six stage approach to reflective writing using Gibbs’ (1988) model:
Stage One: Description
What happened? Decide on something that happened during your placement,
something that taught you about yourself as a nurse. It may have been
new to your experience.
Give an account of it, describing everything relevant that went on.
Keep to the point, avoid all unnecessary detail.
Your purpose at this stage is to give your reader a clear picture of
what went on.
Stage Two: Feelings
What did you feel
about it?
What did you
think about?
You are bound to have feelings about what happened. You may have
felt anxious, especially if what happened was new to you. The
important thing is to show how you managed to do what was
expected of you despite your anxiety.
Try to describe/explain your feelings.
What was affecting them? – the actions of others (experienced staff,
the patient, family); knowledge that you held (something which
patient had disclosed to you earlier, personal thoughts/opinion on the
issue)?
Were you thinking – ‘That’s a useful thing to do’ or ‘I wouldn’t do that
or why are they doing that…’ ?
Did your thoughts and feelings change during the scenario? If so, why?
Did your thoughts and feelings affect your actions at the time?
Looking back, have your views changed?
Stage Three: Evaluation
What was good or
bad about the
experience?
What do you think went well in the situation? Did you learn anything
useful as a result of taking part in what went on?
Did anything give you cause for concern – either in what others did or
what you did? Was there something which you would not wish to
experience again?
Was there anything that the patient/the family said that made you
think or taught you something?
Stage Four: Analysis
What sense can
you make of it all?
Using secondary sources (books, journals, websites etc), this is where
you explore some of the key issues raised in the scenario.
You can show how well you are keeping up with ‘evidence based’
practice.
Show the knowledge you have about a particular patient/client
problem/need.
Show that you understand what causes the problem/need.
Explain how nurses can help.
Show that you understand the prescribed medication/other therapies.
Show that you recognise that patients/clients are individuals and may
not respond to care in the way the textbooks/journal articles lead you
to expect.
Education Drop-in Centre 2013
Stage Five: Conclusion
What else could
you have done?
Could you have learned anything by talking to the patient/client/the
family about the experience?
Was there anything you should have noticed, that you should have
done/reported/asked about/read about?
Was there anything you could have discussed with your
mentor/supervisor/tutor?
Is there any literature that you now think you ought to look at – or
any advice you could look for?
Stage Six: Action Plan
How has the experience helped you to improve your practice?
Has it revealed your strengths (as well as your weaknesses!)?
How would you respond in a similar situation? Do you feel more
confident?
What advice would you give to other learners in similar situations
when you are a qualified nurse responsible for looking after learners
on placement in your clinical area?
Will you be better able to communicate with patients/clients/families
because of what you experienced?
References and further reading:
Adapted from: Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning
methods. Further Education Unit. Oxford: Oxford Polytechnic.