OFFERS!
Get Expert-crafted assignments
Get Expert-crafted assignments
Save 51%
Get Expert-crafted assignments
| Category | Assignment | Subject | Nursing |
|---|---|---|---|
| University | University of Bedfordshire | Module Title | ASS114-2 Interprofessional Working in Health and Social Care |
| Word Count | 2000 words |
|---|---|
| Assessment Type | CW-OT |
| Assessment Title | One-Reflective Account |
| Academic Year | 2024-25 |
| Unit title & code | ASS114-2 Interprofessional Working in Health and Social Care |
| Assignment number & title | One – Reflective account |
| Assignment type (including exams) | CW-OT |
| Weighting of assignment | 100% |
| Size or length of assessment or exam duration | 2000 Words |
1. Demonstrate the following knowledge and understanding:
2. Demonstrate the following skills and abilities:
The assessment brief must be discussed during an in-class session with students within the first 2 weeks of the unit and be accompanied by a screen/podcast on the BREO shell explaining the assessment, the rubric and marking criteria.
What am I Required to Do in This Assignment?
Through the duration of the unit, you will be a part of a group of peers that will work together as an inter-professional team, after which you will produce an individual 2000-word Reflective Account of your experience and learning. you will use a reflective model as a framework for your report. You will choose a professional role that is relevant to your team's case study, research that role, and use the knowledge gained to contribute to your simulated team and your team's realistic care plan for the vulnerable person/s in the case study. You must demonstrate knowledge of legislation, policy, and statutory guidance that mandates inter-professional working and collaboration in England, through choosing two of these and critically evaluating them and making realistic recommendations for change or improvement that will benefit collaborative, inter-professional practice and people who use services/patients.
To pass the assignment, you must:
1. Demonstrate your knowledge and understanding of your role within your inter-professional team meeting. In your assignment, you must demonstrate understanding of your role within the context of the case study and critically evaluate the legislation or statutory guidance that informs your role, including that which emphasises inter-professional working and make realistic recommendations for improvement.
2. Use a reflective model to reflect on your personal experience of being a part of a simulated inter-professional team concerning group work theory and group role theory. You must include a reflection on the experience of researching your role, what you learned about yourself and how you will use the experience to inform your future practice and learning
The assessment marking criteria listed below show how your work is assessed. The assessment criteria are informed by the unit's learning outcomes and the assessment task. Carefully reading the assessment criteria should help you understand the aspects that will be used to judge your progress and achievement of the learning outcomes, and offer guidance on "how do I achieve a good grade".
Students are expected to read the assignment brief carefully (especially the rubric in the 'Marks and Feedback' section) and complete this section during the teaching sessions in which the assignment is discussed.
Get the Solution to this Assessment
Order Non-Plagiarised AssignmentHow does this assignment relate to my learning in this unit and help me develop knowledge and skills that I will need for my future?
1. You will be in a group that will form a simulated inter-professional team where you will all work together collaboratively.
2. As a team, you will select a case study, and each will assume a professional role relevant to the case study
3. Each week, your lectures will cover a topic that is relevant to inter-professional working and each week in seminars, you will be working in your group using the knowledge acquired from lectures and seminar activities.
4. A range of media films will be made available to support your learning and to help you and your group develop a realistic care plan relevant to your chosen case study. Your contribution to the inter-professional team and care plan must be evident.
5. You will be encouraged to develop your research skills through independent and autonomous activities. This involves researching your professional role, the tools you may use in that role, developing your understanding of inter-professional working in health and social care, and researching law and policy relevant to Inter-professional working in England.
6. Lectures and seminars will encourage taking a critical approach to learning about law, statutory guidance and policy that mandate inter-professional working in England.
7. You will develop your understanding of models of critical reflection and evaluation of self, and be able to demonstrate this in your assignment.
Within the University of Bedfordshire, graduate competencies refer to the skills, knowledge, attributes, and abilities that individuals are expected to possess upon completing their education at the graduate level. Our graduate competencies are the fundamental building blocks in preparing you for the future world of work. They form the foundation for learning outcomes within and beyond your course. They are relevant for every subject, and you can work towards them in different ways, so that you can attain and benefit from them even if you have lots going on outside university. These competencies will be integrated across your course and units.
What should I be aware of when preparing my and how and where should I submit my work? (May need wiseflow info for exams)
When submitting work for assessment, you must ensure that it is all your work. Failure to do this could result in sanctions, including removal from your course. The Academic Integrity Resource (AIR) has been designed to introduce you to academic integrity and how to demonstrate this during your studies.
The University provides access to Studiosity that connects students with a team of writing specialists who are here to help you with writing and core skills - anytime, anywhere. Studiosity provides you with two online services: Writing Feedback and Connect Live. Their Writing Feedback gives feedback on referencing, choice of language, structure and spelling/grammar within 24 hours. If you are not sure how to use the feedback to enhance your work before making a final submission, you can arrange to discuss this with a member of the Study Hub team. Connect Live also offers live support in areas such as basic English, maths and stats, science and generic study skills. Both services are available 24/7, 365 days of the year, and you can access them for FREE via BREO.
Al provides powerful tools that will be increasingly relevant in the workplace. it is important that you are able to make ethical and professional use of such tools. This can include, getting feedback on outlines or structures and proofreading your work to provide feedback on areas where you can make improvements, including identification of where your written communication could be clearer. It can also be useful for initial background research and idea generation however, it is very important to assess the sources identified when using it for these purposes to ensure you are building on the actual evidence base rather than an AI-generated summary. For university guidance on the use of AI, please familiarise yourself with the guidance, which can be found here.
If you are using AI in your studies, this should always be done ethically. This means, for instance, making sure you have created the work yourself. You may use AI tools to give you ideas and/or to help you improve your work, but the work must be your own, and you should always assess information generated by AI against reliable sources. Any use of Al should be acknowledged and referenced. Remember - many online tools (such as Grammarly and translation tools) use AI, so be careful to make sure that you do not overuse these tools in your work. Using content generated by AI word-for-word or with large sections that are produced by AI is poor academic practice and could lead to a referral for academic misconduct. If you use AI in your studies, make sure it is in an ethical manner. For further guidance, discuss the use of AI tools with your teaching staff.
| 70–100% (1st) | 60–69% (2:1) | 50–59% (2:2) | 40–49% (3rd) | 30–39% (Fail) | 0–29% (Fail) |
|---|---|---|---|---|---|
| There is a clear focus on the assignment task. Excellent and knowledgeable understanding of inter-professional working is clearly presented. Core task and broad range of literature sources have been used succinctly to illustrate discussion with excellent demonstration of relevant statutory and policy context. | There is very good focus on the assignment task. There is very good knowledge and understanding of inter-professional working. Relevant links have been made to core reading and relevant literature sources. There is evidence of critical evaluation of law, policy, statutory guidance. | There is good focus on the assignment task. Good understanding of inter-professional working. Some links are made to relevant literature. Some information is included but links to statutory guidance and policy are limited. | There is some focus on the assignment task. Some understanding of inter-professional working with reference to one or two relevant sources. Writing is superficial and descriptive with limited reference to law, policy and statutory guidance. | There is an attempt to address one or two elements of the assignment task but most of the discussion lacks coherence and understanding of inter-professional working is absent. | There is an attempt to address one or two elements of the assignment task but most of the discussion lacks coherence and understanding of inter-professional working is absent. |
| 70–100% (1st) | 60–69% (2:1) | 50–59% (2:2) | 40–49% (3rd) | 30–39% (Fail) | 0–29% (Fail) |
|---|---|---|---|---|---|
| There is an attempt to demonstrate knowledge of the assignment task. Clear understanding of inter-professional working is evident. | Very good knowledge of professional roles and a good standard of critical evaluation of legislation and policy that informs inter-professional working. There is evidence of analytical working although one or two aspects might lack depth. | Good knowledge of the professional role is presented, although this might lack robustness and a good attempt has been made to critically evaluate legislation, policy and statutory guidance. | Basic understanding of the professional role is present and there is an attempt to critically evaluate legislation, policy and statutory guidance, but depth and clarity are limited. | One professional role may have been presented but understanding of inter-professional working is limited and there is very limited critical evaluation of legislation, policy and statutory guidance that guides inter-professional working. | The student has not followed the assignment requirements or professional role is absent or very minimal. There is no critical evaluation of legislation, policy guidance and statutory professional roles. |
| 70–100% (1st) | 60–69% (2:1) | 50–59% (2:2) | 40–49% (3rd) | 30–39% (Fail) | 0–29% (Fail) |
|---|---|---|---|---|---|
| An appropriate reflective model has been selected and is used in an excellent manner as a framework for reflection with group-work experience and the efficacy of law, policy, statutory guidance. Excellent incorporation of group-role theory and its relevance to inter-professional working is presented. Excellent reflection of self using group role theory. Theoretical perspective are clearly incorporated. | An appropriate reflective model has been selected and used to a good standard to critically reflect on self and group-work experience. Very good understanding of group-work. Links of relevance to inter-professional working including reference to group role theory in respect of the theoretical perspectives. Although acknowledging critical evaluation of law, policy, statutory guidance lacked depth in parts this could have been more. | An appropriate reflective model has been selected and an attempt has been made to use the model to critically reflect on self and group-work experience. Some understanding of group-work theory is presented. There is some understanding of the link of group-work theory to inter-professional working and some understanding of group role theory, but much of the work is superficial and lacks depth. Critical reflection of law, policy, statutory guidance lacks strength. | An appropriate reflective model has been selected but there is lack of understanding of the model and ability to use the model to reflect on self and group-work experience. Policy, law, statutory guidance may have been mentioned but there is no critical evaluation. The overall context of critical reflection and understanding is limited or absent. The understanding of group-work theory and its relevance to inter-professional working is absent or very limited. And there is little to no inclusion of reflection of law, policy, statutory guidance. | An appropriate reflective model has been selected but there is a lack of understanding of the model and ability to use the model to reflect on self and group-work experience. Policy, law, statutory guidance may have been mentioned but there is no critical evaluation. Limited understanding of the link between group-work theory and inter-professional working is presented. | No reflective model has been selected. The work does not present critical evaluation of self and group-work experience. Very limited understanding of group-work theory is presented or little to no knowledge or understanding of the link between group-work theory and inter-professional working is presented. There is no inclusion of critical self reflection and group work experience. |
| 70–100% (1st) | 60–69% (2:1) | 50–59% (2:2) | 40–49% (3rd) | 30–39% (Fail) | 0–29% (Fail) |
|---|---|---|---|---|---|
| The work is presented and structured in the required format of a report that flows to an excellent standard. Spelling, grammar and punctuation are also excellent making the submission very readable and understandable with very minor or no errors. | The work is presented and structured in the required report format that flows to a very good standard. Spelling, grammar and punctuation are also of a very good standard. The submission is readable and understandable with very minor or few errors. | The work is presented and structured in the required report format that for the most part, is easy to read to a good standard. Spelling, grammar and punctuation are generally good but there are some errors that are not extreme or hard reading. | There is an attempt to present and structure the work coherently in a satisfactory standard. Spelling, grammar and punctuation contains errors that impacts understanding in parts. | There is little to no attempt to present and structure work in the required report format to a satisfactory level. There are numerous spelling, grammar and punctuation errors that impact on understanding the meaning of the work. | The work is not presented and structured in report format. There are numerous spelling, grammar and punctuation errors that impact on understanding the meaning of the work. |
| 70–100% (1st) | 60–69% (2:1) | 50–59% (2:2) | 40–49% (3rd) | 30–39% (Fail) | 0–29% (Fail) |
|---|---|---|---|---|---|
| There is correct referencing and citation with very minor or no errors. Reference list is presented in Harvard style with little to no errors. In-text referencing corresponds with little to no errors or omissions. | There is correct referencing and citation that contain one or two minor errors. Reference list is presented in Harvard style with may contain minor errors. In-text referencing corresponds with there may be one or two errors or omissions. | There is a good attempt to present referencing and citation correctly, but there may be errors. Reference list is presented with effort to reflect Harvard style but there may be two or three errors. In-text referencing generally correspond but there may be two or three errors or omissions. | There is limited attempt to present in-text referencing and citation in Harvard style with numerous errors. Reference list contains many errors. In-text referencing and citations do not all correspond with the reference list. | There is limited attempt to present in-text referencing and citation in Harvard style. Reference list presented contains many errors. In-text referencing and citations are absent or do not correspond with reference list. | There is limited attempt to present in-text referencing and citation in Harvard style. Reference list presented contains many errors. In-text referencing and citations are absent or do not correspond with reference list. |
Hire Experts to solve this assignment before your Deadline
Buy Today, Contact UsSeeking your ASS114-2 Interprofessional Working in Health and Social Care, to now be free and get Professional Help With Nursing Assignment from our expert team. We also provide free assignment samples that have been written by PhD expert writers. We are available 24/7 to assist you. Now, be tension-free and focus on studying and give your assignment to our expert team. We will deliver your assignment before the deadline with well-researched results. Contact us today and boost your academic grades!
Hire Assignment Helper Today!
Let's Book Your Work with Our Expert and Get High-Quality Content
