Contemporary Indigenous Health and Wellbeing
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:
92441 and 92456 Contemporary Indigenous Health and Wellbeing Assessment 3: Guided Reflection 40%
HD | D | C | P | Z | |
Provides an overview of | The reflection uses a | The reflection uses a | The reflection uses a | The reflection uses a | The reflection did not use a |
how your values and | validated framework to | validated framework for | validated framework for | validated framework for | validated framework for |
beliefs in relation to | provide a clear, well- | reflection to provide a | reflection to provide a | reflection to provide some | reflection to provide insight |
interacting with | structured and in depth, | clear, well-structured and | mostly clear and mostly | insight into the students | into the students own |
Aboriginal & Torres | personal insight into how | personal insight into the | well-structured insight into | own beliefs and values | beliefs and values in |
Strait Islander people | your own beliefs and values | students own beliefs and | the students own beliefs | impacted in relation to | relation to interacting with |
have or have not | beliefs in relation to | values in relation to | and values in relation to | interacting with Aboriginal | Aboriginal & Torres Strait |
changed since you | interacting with Aboriginal | interacting with Aboriginal | interacting with Aboriginal | & Torres Strait Islander | Islander people have or |
wrote your intial | & Torres Strait Islander | & Torres Strait Islander | & Torres Strait Islander | people have or have not | have not changed since you |
reflection in assessment | people have or have not | people have or have not | people have or have not | changed since you wrote | wrote your intial reflection |
item 1. Uses a validated | changed since you wrote | changed since you wrote | changed since you wrote | your intial reflection in | in assessment item 1. The |
framework for | your intial reflection in | your intial reflection in | your intial reflection in | assessment item 1. Work is | writing requires effort to |
reflection. | assessment item 1. | assessment item 1. | assessment item 1. | not clear and well | understand due to serious |
(Potential 5 marks) | structured at all times. | errors in grammar and | |||
SLO A | vocabulary that affect | ||||
clarity of communication. | |||||
Using 3 specific | The reflection uses a | The reflection uses a | The reflection uses a | The reflection uses a | The reflection did not |
examples of learning | validated framework for | validated framework for | validated framework for | validated framework for | demonstrate personal |
activities from the | reflection and 3 specific | reflection and 3 specific | reflection and 3 specific | reflection and 3 specific | insight into how the 3 |
subject, reflect on and | examples of learning | examples of learning | examples of learning | examples of learning | examples may change your |
describe your thoughts, | activities from the subject | activities from the subject | activities from the subject | activities from the subject | decision making in relation |
feelings and emotions | to provide a well-structured | to provide a well-structured | to provides insight into how | to provide some insight into | to interacting with |
experienced have | and in depth, personal | and personal insight into | this subject may change | how this subject may | Aboriginal & Torres Strait |
changed in relation to | insight into how this subject | how this subject may | your decision making in | change your decision | Islander people or did not |
interacting with | may change your decision | change your decision | relation to interacting with | making in relation to | provide 3 examples. The |
Aboriginal & Torres | making in relation to | making in relation to | Aboriginal & Torres Strait | interacting with Aboriginal | writing requires effort to |
Strait Islander people. | interacting with Aboriginal | interacting with Aboriginal | Islander people. Written | & Torres Strait Islander | understand due to serious |
Uses a validated | & Torres Strait Islander | & Torres Strait Islander | expression is mostly clear | people. Written expression | errors in grammar and |
framework for | people. Written expression | people. Written expression | throughout with minor | mostly clear with some | vocabulary that affect |
reflection. | is clear throughout | is clear throughout | errors in spelling, grammar | errors in spelling, grammar | clarity of communication. |
including correct spelling, | including correct spelling, | and/ or punctuation. | and/ or punctuation. | ||
(Potential 15 marks) | grammar and punctuation. | grammar and punctuation. | |||
SLO B, C | |||||
Reflect on how the | The discussion uses a | The discussion uses a | The discussion uses a | The reflection uses a | The reflection did not |
subject may impact | validated framework to | validated framework for | validated framework for | validated framework for | demonstrate personal |
your future nursing | provide a well-structured | reflection to provide a well- | reflection to provide a well- | reflection to provide some | insight into how this subject |
practice with Aboriginal | and in depth, personal | structured and personal | structured insight into how | insight into how this subject | may impact your future |
and Torres Strait | insight into how this subject | insight into how this subject | this subject may impact | may impact your future | nursing practice in relation |
Islander people | may impact your future | will impact the students’ | your future nursing practice | nursing practice in relation | to Aboriginal & Torres Strait |
incorporating the RN | nursing practice in relation | future nursing practice in | in relation to Aboriginal & | to Aboriginal & Torres Strait | Islander people. The RN |
standards, the UTS | to Aboriginal & Torres Strait | relation to Aboriginal & | Torres Strait Islander | Islander people. The RN | standards, UTS Graduate |
Graduate Attributes | Islander people. The RN | Torres Strait Islander | people. The RN standards, | standards, UTS Graduate | Attributes and Indigenous |
and UTS Indigenous | standards, UTS Graduate | people. The RN standards, | UTS Graduate Attributes | Attributes and Indigenous | graduate attributes are not |
graduate attributes. | Attributes and Indigenous | UTS Graduate Attributes | and Indigenous graduate | graduate attributes are | linked to the discussion. |
Uses a validated | graduate attributes are | and Indigenous graduate | attributes are included in | referred to and current and | Written expression is not |
framework for | clearly embedded | attributes are clearly | the discussion and current | relevant evidence based | clear and/or is not |
reflection. | throughout the discussion | embedded throughout the | and relevant evidence | literature is mostly included | adequately supported using |
and current and relevant | discussion and current and | based literature is mostly | correctly, however could be | relevant evidence-based | |
(Potential 15 marks) | evidence based literature | relevant evidence based | incorporated correctly. | developed further. | literature. |
SLO B, D | from a variety of sources is | literature from a variety of | |||
incorporated correctly and | sources is incorporated | ||||
effectively. | correctly and effectively. | ||||
Ability to portray | Writing demonstrates | Writing demonstrates | Writing demonstrates | Writing mostly uses | Writing does not reflect |
Aboriginal and Torres | cultural respect in how | cultural respect in how | cultural respect in how | appropriate terminology to | cultural respect of |
Strait Islander Peoples | people are represented. All | people are represented. | people are represented. | demonstrate cultural | Aboriginal and Torres Strait |
sensitively in writing | language used in the essay | Terminology referring to | Terminology referring to | respect, but some use of | Islander Peoples, with |
(Potential 5 marks) | is appropriate regarding | Indigenous Peoples is | Indigenous Peoples is | acronyms present and | frequent use of acronyms, |
SLO B | history, society, naming, | correct and proper nouns | correct and proper nouns | some capital letters for | generalisations and lack of |
culture, spirituality and | are capitalised. Where | are capitalised. | nouns missing. | support from relevant | |
classifications of Aboriginal | appropriate, Aboriginal | literature. | |||
and Torres Strait Islander | People are referred to by | ||||
peoples. Where | their country, nation, or | ||||
appropriate, Aboriginal | language group rather than | ||||
People are referred to by | generic identifiers such as | ||||
their country, nation, or | Aboriginal or Indigenous. | ||||
language group rather than | |||||
generic identifiers such as | |||||
Aboriginal or Indigenous. |