Reflection is a skill that enables you to consider an experience with the purpose of learning and growing from that experience. It is therefore a valuable skill for a health professional, and one that you will use throughout your studies and career. You will be asked to reflect regularly throughout this unit to support your learning. For this assessment, you will complete and submit two critical reflections:

• Reflection 1: Due Week 4 Monday (1 Aug 2022). You will reflect on an experience you have had in life where you felt different to the other people involved. This may be a recent experience or one from your childhood. It does not need to be health care or education related. The reflection must include the following key aspects of a reflective cycle:
• Brief description of the experience
• Analysis and discussion of the experience (exploring contributing factors of people’s assumptions, biases and emotional responses, why those mattered and what consequences arose)
• Action Plan (addressing what you can take from this experience and from thinking through it and applying this to your role as a student health care professional to improve the quality of care you would provide to patients)

• Reflection 2: Due Week 13 Monday (10 Oct 2022). You will look again at the Professional Attributes document provided in Moodle in Week 1 and reflect on one attribute that you have experienced significant growth or challenge in during this unit. The reflection must include the following key aspects of a reflective cycle:
• The Professional Attribute you are reflecting on and a brief description of the learning experience that contributed to why you have selected it.
• Analysis and discussion of your experiences related to your development of this attribute. You must address what changed in your understanding of being a professional health care worker, exploring contributing factors of your own assumptions, biases and emotional responses.
• Action Plan (addressing what you will now do with this new understanding). You will create a SMART goal for applying these changes to your role as a student health care professional.

Guidance will be provided for these tasks during the Week 2 and Week 11 tutorials.

Submission requirements:

• The reflections must use the reflection template provided on the Unit Moodle site.
• The recommended word count is 500-700 words for Reflection 1 and 700-1000 words for Reflection 2. (Any references and in-text citations are not included in the word count).
• Submit each reflection as a pdf file.

This assessment task activity helps to ensure that you have the knowledge and skills to provide safe and effective care and to be an effective member of the healthcare team in compliance with the Australian Government’s National Safety and Quality Health Service (NSQHS) Standards regarding:

• Clinical Governance (regarding actions related to the role of leaders and others in safety and quality and Aboriginal and Torres Strait Islander health care)
• Partnering with Consumers (regarding actions related to treating patients with dignity and respect, sharing information with them, encouraging participation and collaboration in healthcare processes)
• Comprehensive Care (regarding actions related to the coordinated delivery of health care and the identification and management of risks to the patient)

• Completion of all aspects of a reflective cycle as included on the template provided in Moodle.
• Depth of exploration of the experience in the analysis.
• Relevance of analysis and action plan to the experience.
• Communication: clarity of expression, use of appropriate language and terminology.

Each reflection submission will be scored separately out of 10 marks. A scoring rubric will be provided on the unit Moodle site.

• Quiz 1 will assess content from Weeks 1 & 2 (10 marks).
• Quiz 2 will assess content from Weeks 5 - 7 (15 marks).
• Quiz 3 will primarily assess content from Weeks 8 - 11, but may also require you to draw upon content and concepts from Weeks 5 - 7 (15 marks).

• Quiz 1 - Wednesday Week 3, 27 July 2022. 30 minutes duration.
• Quiz 2 - Wednesday Week 8, 7 September 2022. 45 minutes duration.
• Quiz 3 - Wednesday Week 12, 5 October 2022. 45 minutes duration.

Question responses will be scored on the following criteria:

• correct use of terminology
• correct selection and application of core concepts to the specific content of the question
• clarity, correctness, relevance and completeness of the response in addressing the question that was asked
• critical thinking

In this activity you will explore both individually and as a group the concept of ‘culture’ in its many forms in Australia and appreciate the diverse experiences of individuals who are patients or clients within the healthcare system.

You will be part of a small team of students whose task is to develop an educational tool (e.g. webpage, video, narrated presentation, pamphlet) for health professional students about the impacts of culture on the experience of illness and/or of being the recipient of health care and how health practitioners can provide culturally safe and respectful practice.

Each member of your group will obtain one story of an individual’s experience where their culture impacted access to health care or quality of health care and how that could have been improved. Your group will review the collected stories, discuss the significance and consequences of the interviewees experiences, summarise the suggestions of the interviewees and use those to make recommendations to health practitioners, taking into account your learning in this unit. Your group will then format the content into an educational tool.

A significant part of this assessment process is the development and performance of your group. The group process will involve:

• Prior to the first meeting, you will complete an inventory of your skills and strengths related to groupwork.
• Towards the end of Week 4 you will be assigned to your group. You will make contact with your group and arrange your first group meeting.
• Your group will need to have its first meeting by about Week 5, then plan for multiple additional meetings through the term to complete the project. In your group’s initial meeting you will share your skills inventories and create a group charter of expectations and responsibilities that you all agree to abide by.
• Subsequent meetings will support project planning, sharing of materials and production of the educational tool.
• To support clear communication and effective planning, your group will use a structured process to document your meetings and meeting-related activities. These documents provide evidence of the effectiveness of the group’s operation and of the engagement and contributions of each member.
• Your team meetings will be online, as your group members may be located across the country.
• In your final meeting (about Week 10) your group will evaluate its effectiveness through a group reflection report.

Effective groupwork requires honest and respectful communication. At multiple points during the project, you will provide feedback to other members of your group regarding their performance. The Self and Peer Assessment (SPA) is an online tool you will use to score your team mates and provide anonymous feedback. You will also provide non-anonymised written feedback. The periodic feedback enables each member to modify their actions where needed to improve their contribution to the group’s effectiveness. You will reflect on your performance through a self-assessment and response to feedback you have received.

Further details on each aspect of this assessment task will be provided on the unit Moodle site.

This assessment task is out of 40 marks. There are 2 parts to the assessment submission: an individual component (10 marks) and the group submission (30 marks total) which includes the educational tool (15 marks) and the teamwork evaluation (15 marks).

Using the template provided in Moodle, your Individual Submission will include the following:

• Individual groupwork skills inventory
• Summary of your interviewee's story
• Feedback you gave to others
• Your reflection on your performance

The Group Educational Tool can be of any format (e.g. webpage, video, narrated presentation, pamphlet) and will need to include the following:

• Summary of the key themes/findings from individual interviews
• Brief discussion of the significance and consequences of these findings
• As a result of the findings, recommendations for student health care practitioners for providing culturally safe care, taking into account your learning in this unit

Using the template provided in Moodle, the Group Teamwork Evaluation will include:

• Group charter
• Records of meetings
• Group reflection on performance

Group members are expected to contribute equitably to the group’s progress throughout the term. If your SPA peer feedback score is below 50%, indicating ineffective contribution, you will receive only 50% of the group submission score. If your SPA peer feedback score is 0% due to complete non-participation, you will receive no marks from the group submission score.

This assessment task activity helps to ensure that you have the knowledge and skills to provide safe and effective care and to be an effective member of the healthcare team in compliance with the Australian Government’s National Safety and Quality Health Service (NSQHS) Standards regarding:

• Clinical Governance (regarding actions related to the role of leaders and others in safety and quality and Aboriginal and Torres Strait Islander health)
• Partnering with Consumers (regarding actions related to treating patients with dignity and respect, sharing information with them, encouraging participation and collaboration in healthcare processes)
• Comprehensive Care (regarding actions related to the coordinated delivery of health care and the identification and management of risks to the patient)

The Individual Submission is assessed on:

• completeness of each required component relative to posted instructions
• evidence of maintaining the privacy and dignity of your interviewee
• provision of feedback to peers that is relevant, objective and respectful
• use of feedback and self-assessment to reflect on your own performance

The Group’s Educational Tool is assessed on:

• completeness of each component relative to the posted instructions
• clear and professional communication of concepts and points
• use of unit learning resources and interviewees’ stories
• demonstration of understanding of the impacts of an individual’s culture on their experience and on the core aspects of providing culturally safe care

The Group’s Teamwork Evaluation is assessed on:

• evidence of effective team operation
• completeness and clarity of records of meetings and group plans
• ability of group to evaluate their performance