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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. As a pair you will be able to log-in and view your scenarios to evaluate and reflect on the case and the way you approached your decision making as an individual and as a team.
Step I: log on to the MLS system and annotate individually your video. The annotation allows you to individually identify areas of learning throughout the video and key events which had a role in your decision making.
Step 2: after annotating the video individually get together as a pair and decide on which area you are going to focus on for your reflection
Step 3: on MLS there is the template to write your ‘consensus statement” – as a pair you write your answers to the following criteria. The answers need to be written academically – complete sentences and paragraphs. Each person places their initials as an indicator of their contribution. The overall mark will be given to both members of the team
The strengths and weakness need to be an in-depth discussion about what as a team you did well and why and where you felt you could have improved in your clinical decision making (linked to literature – supported by evidence). The strategies for improvement, the
Criteria
1. Description of the event and / or areas of learning and interest.
Describe the event or area of learning / knowledge that you identified as part of your clinical scenario.
The students demonstrate the ability to identify and describe areas of learning, actions, and interest or relevance from their clinical scenario.
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
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?
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 clinical decision making.
Strengths & Weaknesses
What you did well? What you could have done better?
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.
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.
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