PURPOSE OF THE ASSIGNMENT This assignment aims to develop your skills in professional reflective practice. As an essential part of the reasoning cycle and clinical practice learning how to identify, analyse and critically reflect on your decisions and actions has implications for patient care and outcomes. Reflection involves critically reviewing the situation, patient presentation, internal and external factors which may have influenced the decisions made, how you cognitively and emotionally responded, the strengths and weaknesses, the actions taken and learning gaps to be researched. The reflective process allows you to identify your existing knowledge and what you do well as a team. The process encourages the development of learning goals and strategies to meet those learning needs. KEY SKILLS  Identify both strengths and weaknesses in clinical practice,  Identify learning gaps,  generate learning goals and strategies to meet those learning goals,  critically review and reflect on clinical decisions  incorporate the reflective process into clinical practice ASSIGNMENT INFORMATION During the workshops you will be participating in scenarios as the attending paramedics. These will be recorded using the MLS recording system. Individually you will be able to login and view your scenarios to evaluate and reflect on the case and the way you approached your decision making and managed the case suspected mental illness.. Criteria 1. Description of the event and / or areas of learning and interest. Describe briefly the case and include your mental state examination of the patient (consumer). Clearly identify area (s) of learning and knowledge which you are going to focus on for your reflection The students demonstrate the ability to identify and describe areas of learning, actions, and interest or relevance from their clinical scenario. The strengths and weakness need to be an in-depth discussion about what you did well and why and where you felt you could have improved in your clinical decision making and care for those that have mental illness (linked to literature – supported by evidence). The strategies for improvement, the learning opportunities, need to be referenced to literature. The difficult aspects of the scenario need to be supported with discussion about why they were found difficult.  Note that class sizes dictate that you will not always have the opportunity each week to play the role of attending paramedic. You should make sure that you do participate as often as possible. 2. Thoughts and Emotions What were you thinking and feeling? Why did you identify the action or leaning as important to you? The students demonstrate the ability to identify the aspects of their practice (what they observed, learned or performed) and the associated cognitive and emotional responses to those observations/ learning or actions. 3. Evaluation & Analysis Strengths & Weaknesses  What you did well?  What you could have done better?  What could you research and learn more about?  What were the positive and negative aspects?  The student demonstrates the ability to identify the aspects of their practice they performed well and those they could improve. The student provides evidence (links to literature) why they considered their actions good practice and rationale for their clinical decisions. The student provides evidence (links to literature) why they considered the areas of practice and clinical decisions need improvement. The students critique their actions and decisions and relate their understanding to research. The students discuss areas of learning and ways to meet those learning needs and relate these to improved care of those with mental illness.. 4. Conclusions and Actions What was difficult about the scenario and why? The students identify areas that they found difficult and supports why they found them difficult. The students identify how they might implement new knowledge or how they would perform differently in the future. Student Description & expectation: 1. Description of the event and / or areas of learning and interest /15 Describe the event or area of learning / knowledge that you identified as relevant to reflect upon from your clinical scenario. Identify and describe the area of learning, action, interest or relevance from your clinical scenario. In your description cover an overview of the event, action, or area of learning that has relevance to the clinical scenario that you participated in and provide a rationale why it is important to you (linked to literature). Use the feedback from the class and the video review to assist in your reflection. Include your mental state examination of the patient (consumer) to support your reflection. 2. Thoughts and Emotions /15 What were you thinking and feeling? Why did you identify the action or leaning as important to you? Using what you observed, learned or performed discuss your associated cognitive and emotional responses to those observations/ learning or actions. Discuss your thoughts and emotions and support them with literature e.g. literature regarding how frontline health personal respond to those exhibiting delusions and or hallucinations, how they manage stressful events, feelings in terms of taking on leadership roles or being involved in situations with complex communication. 3. Evaluation & Analysis /20 Critique what you did well and what you could have done better? What could you research and learn more about? What were the positive and negative aspects? Critique the event, your actions or learning gap(s) you identified when caring for someone who has a suspected mental illness. Discuss the decisions and actions you made and relate your understanding to research. Identify and discusses areas of learning and ways you would meet those learning needs and relate these to improved clinical decision making and care. INCLUDE YOUR STRENGTHS & WEAKNESSES  What you did well? What you could have done better? Identify the aspects you performed well and those you could improve. Provide evidence (links to literature) why you consider your actions good practice and the rationale for your clinical decisions and management. Provide evidence (links to literature) why you identified the areas of practice and clinical decisions need improvement. The following areas may help to focus your reflection. Attempt to identify at least two (2) strengths & two (2) weaknesses from different areas: 1. Knowledge of pathophysiology 2. Knowledge of treatment pathways and interventions 3. The ramifications or risks of treatment in complex patient presentations 4. Knowledge of scene management and resources 5. Knowledge of social and psychological aspects of patient presentations. For each area discussed there should be a rationale provided from the literature. The second part is to identify and discuss areas of learning from the strengths and weaknesses. Key areas: 1. Identify areas that need further learning. 2. Identify strategies to assist that leaning. 3. Describes indicators which may be used to confirm your learning. Provide links to peer reviewed literature to support the strategies discussed. 4. Conclusions and Actions /10  What was difficult about the scenario and why? Identify what you found difficult and support with evidence why you found it difficult. Some suggestions:  identify barriers or challenges and describe why they are barriers  identify risks to the patient (or self) due to these threats  identify and describes how these barriers or challenges may be managed effectively. IMPORTANT (KEY): Identify how you might implement the new knowledge you have gained or how you would perform differently in the future. This aims to get you to consider how you would implement the knowledge you have gained from your analysis and reflection. You have considered and supported with evidence your strengths and weaknesses and how you would address the identified knowledge gap – you then need to take action!! Reflection aims to help clinicians understand what they do and how they do it and then incorporate it into practice. Provide links to peer reviewed literature to support the strategies discussed