sources have to be wihtn the last 5 years and the most recent versions can be older but havtry and keep as recent as possible
`This assessment requires you to critically examine your own beliefs, behaviours, and teaching practices in the context of health professional education, to ensure you provide a safe and inclusive learning environment. Using the learner profile and task provided, you will reflect on your experience as a health professional educator in assisting a learner to transition into your work environment. You are required to reflect and discuss proposed strategies, and the underpinning learning theories, that are applied to the learner profile.
Essay structure
Introduction
Body
Section 1:
Describe your healthcare profession and place of work
Aged care facility
What type of care does the organisation provide and to whom
Talk about a demographic area demographic of blacktown sydney nsw
Lower socioeconomic
Type of residence diversity
Level of care
Staff educator
Team
Resources
Only first three months
What are the stnadsrds you would expect and agecd care assistant to meet in this time
How they would expect her to show those qualities dmesotre them
link the provided learner profile to your workplace
The new staff member will be working as an aged care assistant doing such and such roles
Their responsibilities will be to
Section 2: Identify the learning issues and learning objectives (in a SMART format) for your learner.
The learner has ADHD
A new graduate may lack confidence in their abilities
Is hesitant to direct patient care
Limited social network and support system local to her
What do all of these issues mean, why is it required for the job, how will impact the patients if these objectives are not met
What are three to five objectives that we would set for this person
Specific measures timebound manner
Adult learning not teaching patients
Troible concetraitng time mangemnt feeling coifndent feeling supported
Section 3: Outline any barriers that your learner may face in engaging with their learning.
Literabtue about learning and transitioning to new working environments specific to aged care would be top if health is ok
New to the role
ADHD adults with adhd working
New gradute transiotn may expeirnce these issues aswell
Support of work environment
Support of feedback
How diversity and being inclusive how to induce a wide range of people with wide baileys in the workplace
No close support family or social structures
Section 4: Identify and analyse any ethical, moral or legal issues that may impact their learning.
Ethical issues
Patient safety, ensuring jessicas hesitancy does not directly affect patient care
Equal opportunity, ensuring Jessica receives the necessary support to do her role well without discrimination.
Confidentiality in ensuring Jessica’s condition is kept private.
Moral issues
Duty of care ensuring Jessica receives the support she needs to do her role well mitigating any preventable harm to patients
Legal issues
What do each of these laws say
How do they relate to Jessica
Disability Discrimination Act 1992, ensuring Jessica is not discriminated against
WHS for Jesscia and her colleagues
Section 5: Identify three to five interventions that are informed by relevant learning theories to address your learner’s learning issues and objectives with sound justifications. The interventions should consider inclusive learning opportunities for your learner.
What i need to do what the team needs to tdo what orgainstation manger needs to do
Demonstrate observe demstreate give feedback which learning theory is tha linked to scoiale laeanring theory bandura theorists, self efficacy
3-5 examples bryillantyl
Conclusion
Step 5: Include a reference list in APA 7 style.
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Assessment type: Written reflective assignment
Individual/group assessment: Individual
Word count/time limit: 3,000 words
Weighting: 60%
You can apply for an extension using the Extension request form at the bottom of this page.
For information about extensions or additional support available for completing your assessments, visit the Assessments home page.
Assessment description
This assessment requires you to critically examine your own beliefs, behaviours, and teaching practices in the context of health professional education, to ensure you provide a safe and inclusive learning environment. Using the learner profile and task provided, you will reflect on your experience as a health professional educator in assisting a learner to transition into your work environment. You are required to reflect and discuss proposed strategies, and the underpinning learning theories, that are applied to the learner profile.
Assessment details
Step 1: Read the learner profile below and use it as a case study for your essay. The setting for your case study and essay should be your real-world workplace environment.
Learner profile
Jessica Johnson is a 22-year-old person with attention deficit hyperactivity disorder (ADHD). She is a new graduate healthcare professional who has just started working at your healthcare facility. Jessica was raised on a farm in northern New South Wales, where her family still lives. Jessica tells you she lives nearby in a one-bedroom apartment alone and does not know anyone from local suburbs. While observing the new graduate staff, you noted that Jessica is hesitant in some situations in direct patient care.
You are required to support Jessica as she transitions into your healthcare facility; that is, your real-world workplace. Therefore, you will need to identify strategies to assist Jessica to gain confidence so that patient safety and quality care are ensured. You should also identify and apply appropriate learning theories to inform the strategies you will use to assist Jessica, focusing on providing a safe and inclusive learning environment.
Your task
You are required to support Jessica as she transitions into your real-world workplace. Therefore, you will need to identify strategies to assist Jessica in becoming a responsible and productive team member to ensure patient safety and quality care. You should also identify and apply appropriate learning theories to inform the strategies you will use to assist Jessica, focusing on inclusive learning.
Step 2: Reflect on the learner profile and prepare an essay. Use contemporary and relevant educational literature to support your essay. Include the following:
Context and learner profile
Describe your health care profession and place of work (de-identified) – your learner is a new staff member (not a student).
Outline the learning issues and learning objectives (in a SMART format) for your learner.
Outline any barriers that your learner may face in engaging with their learning.
Identify and analyse any ethical, moral or legal issues that may impact their learning.
Strategies for intervention
Provide interventions, informed by learning theories, to address your learner’s learning issues and objectives with sound justifications.
Discuss how the interventions will support and develop inclusive learning opportunities.
Step 3: Write your essay using the following structure.
Introduction
Body
Section 1: Describe your healthcare profession and place of work (de-identified) and link the provided learner profile to your workplace. Remember, your learner is a new staff member.
Section 2: Identify the learning issues and learning objectives (in a SMART format) for your learner.
Section 3: Outline any barriers that your learner may face in engaging with their learning.
Section 4: Identify and analyse any ethical, moral or legal issues that may impact their learning.
Section 5: Identify three to five interventions that are informed by relevant learning theories to address your learner’s learning issues and objectives with sound justifications. The interventions should consider inclusive learning opportunities for your learner.
Conclusion
Step 5: Include a reference list in APA 7 style.
If you have questions related to your assessment task, remember to post these in the Assessment 2: Discussion.
Supporting resources
The following article is a general resource that may help you to get started.
Developing a learning planLinks to an external site. (Department of Health and Aged Care, 2004).
The following article may be useful for writing learning objectives and using a SMART method for addressing learners’ needs.
How to write well-defined learning objectivesLinks to an external site. (Chatterjee & Corral, 2017).
Assessment learning outcomes
This assessment is linked to the following learning outcomes:
Unit learning outcomes (ULO): ULO2, ULO3.
Graduate attributes (GA): GA1, GA3, GA4, GA5, GA7, GA8, GA9.
To see the full list of ULOs and GAs, go to the Syllabus.
Rubric
Assessment 2: Written reflective assignment
Assessment 2: Written reflective assignment
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeContext and learning issues. (15%)
15 to >12.7 pts
High Distinction
HD (85-100%) A clear and detailed description of the health care profession and workplace was outlined. The learning issues and objectives were clearly and critically identified.
12.7 to >11.2 pts
Distinction
DI (75-84%) A detailed description of the health care profession and workplace was outlined. The learning issues and objectives were appropriately identified.
11.2 to >9.7 pts
Credit
CR (65-74%) An adequate description of the health care profession and workplace was outlined. The learning issues and objectives were adequately identified.
9.7 to >7.4 pts
Pass
PA (50-64%) A brief description of the health care profession and workplace was outlined. The learning issues and objectives were generally identified.
7.4 to >0 pts
Fail
NN (0-49%) A poor description of the health care profession and workplace was outlined. The learning issues and objectives were not or only partly identified.
15 pts
This criterion is linked to a Learning OutcomeOutline any barriers that Jessica may face in engaging with her learning. (20%)
20 to >16.9 pts
High Distinction
HD (85-100%) A clear and comprehensive description of any barriers that Jessica may face in engaging with her learning was offered.
16.9 to >14.9 pts
Distinction
DI (75-84%) A succinct outline of any barriers that Jessica may face in engaging with her learning was offered.
14.9 to >12.9 pts
Credit
CR (65-74%) An adequate outline of any barriers that Jessica may face in engaging with her learning was offered.
12.9 to >9.9 pts
Pass
PA (50-64%) A brief outline of any barriers that Jessica may face in engaging with her learning was offered.
9.9 to >0 pts
Fail
NN (0-49%) No or a poor outline of any barriers that Jessica may face in engaging with her learning was offered.
20 pts
This criterion is linked to a Learning OutcomeIdentify any ethical, moral or legal issues that may impact upon Jessica’s learning. (15%)
15 to >12.7 pts
High Distinction
HD (85-100%) Clearly and appropriately identified any ethical, moral, or legal issues that may impact Jessica’s learning.
12.7 to >11.2 pts
Distinction
DI (75-84%) Clearly identified any ethical, moral, or legal issues that may impact upon Jessica’s learning.
11.2 to >9.7 pts
Credit
CR (65-74%) Adequately identified any ethical, moral, or legal issues that may impact Jessica’s learning.
9.7 to >7.4 pts
Pass
PA (50-64%) Briefly identified any ethical, moral, or legal issues that may impact Jessica’s learning.
7.4 to >0 pts
Fail
NN (0-49%) There were no ethical, moral, or legal issues identified. Ethical, moral, or legal issues were not described in suitable context or detail.
15 pts
This criterion is linked to a Learning OutcomeInterventions, informed by learning theories, to address Jessica’s learning issues and objectives with sound justifications. (20%)
20 to >16.9 pts
High Distinction
HD (85-100%) The interventions were clearly and appropriately described and aligned with the learner’s learning objectives. Justifications of the interventions were sound and clear, supported by the evidence and relevant literature. Key foundational learning theories were related to each intervention.
16.9 to >14.9 pts
Distinction
DI (75-84%) The interventions were appropriately described and aligned with the learner’s learning objectives. Justifications of the interventions were clear and supported by the evidence and some literature. Key foundational learning theories were related to most interventions.
14.9 to >12.9 pts
Credit
CR (65-74%) The interventions were adequately described and addressed most of the learner’s learning objectives. Justifications of the interventions were provided and supported by evidence or some literature. Key foundational learning theories were related to some interventions.
12.9 to >9.9 pts
Pass
PA (50-64%) The interventions were generally described and addressed some of the learner’s learning objectives. Justifications of the interventions were provided and supported by some of the evidence or literature. Key foundational learning theories were related to minimal interventions.
9.9 to >0 pts
Fail
NN (0-49%) There is a lack of interventions and / or the interventions were not aligned with the learning objectives. The interventions were not justified or had insufficient evidence for justification. Key foundational learning theories were lacking or not related to the interventions.
20 pts
This criterion is linked to a Learning OutcomeDiscuss how the interventions will support and develop inclusive learning opportunities. (15%)
15 to >12.7 pts
High Distinction
HD (85-100%) A clear and comprehensive discussion of how the interventions will support and develop inclusive learning opportunities was discussed.
12.7 to >11.2 pts
Distinction
DI (75-84%) A clear discussion of how the interventions will support and develop inclusive learning opportunities was discussed.
11.2 to >9.7 pts
Credit
CR (65-74%) An adequate discussion of how the interventions will support and develop inclusive learning opportunities was discussed.
9.7 to >7.4 pts
Pass
PA (50-64%) A general discussion of how the interventions will support and develop inclusive learning opportunities was discussed.
7.4 to >0 pts
Fail
NN (0-49%) No or a poor discussion of how the interventions will support and develop inclusive learning opportunities was discussed.
15 pts
This criterion is linked to a Learning OutcomeAcademic writing skills, including structure, presentation grammar and spelling. (10%)
10 to >8.4 pts
High Distinction
HD (85-100%) Clearly and appropriately identified any ethical, moral, or legal issues that may impact Jessica’s learning.
8.4 to >7.4 pts
Distinction
DI (75-84%) Clearly identified any ethical, moral, or legal issues that may impact upon Jessica’s learning.
7.4 to >6.4 pts
Credit
CR (65-74%) Adequately identified any ethical, moral, or legal issues that may impact Jessica’s learning.
6.4 to >4.9 pts
Pass
PA (50-64%) Briefly identified any ethical, moral, or legal issues that may impact Jessica’s learning.
4.9 to >0 pts
Fail
NN (0-49%) There were no ethical, moral, or legal issues identified. Ethical, moral, or legal issues were not described in suitable context or detail.
10 pts
This criterion is linked to a Learning OutcomeAPA (7th ed.) referencing (5%)
5 to >4.2 pts
High Distinction
HD (85-100%) Explicitly acknowledged all sources used throughout the assignment. Accurate and consistent adherence to APA (7th ed.) referencing conventions for the in- text citations and end reference list.
4.2 to >3.7 pts
Distinction
DI (75-84%) Mostly offers accurate and consistent APA (7th ed.) referencing conventions for the in-text area. Mostly offers accurate and consistent APA referencing conventions for the end text area. Principally acknowledged sources used throughout the assignment.
3.7 to >3.2 pts
Credit
CR (65-74%) A few inaccurate and inconsistent APA (7th ed.) references in the in-text area. A few inaccurate and inconsistent APA references in the end text area. Mainly acknowledged sources used throughout the assignment.
3.2 to >2.4 pts
Pass
PA (50-64%) Minimal/some inconsistent APA (7th ed.) references in the in-text area Minimal / some inconsistent APA references in the end text area Minimal/some acknowledgement of sources used throughout the assignment.
2.4 to >0 pts
Fail
NN (0-49%) Did not adhere to the APA (7th ed.) referencing conventions or use APA referencing style. Multiple and consistent APA errors throughout the assignment for the in-text and or end text areas. There is little or no acknowledgement of sources used throughout the assignment.
5 pts
Total Points: 100
