| Category | Assignment | Subject | Science |
|---|---|---|---|
| University | ____ | Module Title | HSC404 Reflective Practice |
Identify and explain models of reflection used in health and social care.
1.1: Identify two models of reflection commonly used in health and social care practice.
1.2: Explain the benefits to health and social care practitioners of reflective practice.
1.1: Identify 2 models of reflection commonly used in health and social care practice.
1.2: Explain the benefits of reflective practice in health and social care.
Develop the skills and knowledge required to plan for your personal and professional development.
2.1: Discuss how personal development plans are used in health and social care practice.
2.2: Develop a personal development plan:
2.1: Demonstrate an understanding of the use of personal development plans.
2.2: Discuss how personal development plans are used in health and social care practice.
2.3: Explain the role of clinical supervision in health and social care.
3.1: Develop a personal development plan.
3.2: Identify on the plan your aims, how to achieve, success criteria and how you will monitor if achieved.
Discuss the links between theory and practice and how this can be facilitated.
3.1: Discuss how to facilitate the use of research in practice.
What are its benefits?
What are the potential barriers to implementation of research into practice?
4.1: Discuss how to facilitate the use of research in practice and its benefits.
4.2: Discuss the potential barriers to implementation of research into practice.
| Criteria | Distinguished (80+) | Excellent (70) | Good (60) | Proficient (50) | Basic (40) | Marginal (30) | Unacceptable (0) |
|---|---|---|---|---|---|---|---|
| Content (alignment with assessment criteria) | Extensive evaluation and synthesis of ideas; includes substantial original thinking | Comprehensive critical evaluation and synthesis of ideas; includes coherent original thinking | Adequate evaluation and synthesis of key ideas beyond basic descriptions; includes original thinking | Describes main ideas with evidence of evaluation; includes some original thinking | Describes some of the main ideas but omits some concepts; limited evidence of evaluation; confused original thinking | Largely incomplete description of main issues; misses key concepts; no original thinking | Inadequate information or containing information not relevant to the topic |
| Application of Theory and Literature | In-depth, detailed and relevant application of theory; expertly integrates literature to support ideas and concept | Clear and relevant application of theory; fully integrates literature to support ideas and concepts | Appropriate application of theory; integrates literature to support ideas and concepts | Adequate application of theory; uses literature to support ideas and concepts | Limited application of theory; refers to literature but may not use it consistently | Confused application of theory; does not use literature for support | Little or no evidence of application of theory and relevant literature |
| Knowledge and Understanding | Extensive depth of understanding and exploration beyond key principles and concepts | Comprehensive knowledge and depth of understanding key principles and concepts | Sound understanding of principles and concepts | Basic knowledge and understanding of key concepts and principles | Limited and superficial knowledge and understanding of key concepts and principles | Confused or inadequate knowledge and understanding of key concepts and principles | Little or no evidence of knowledge or understanding of key concepts and principles |
| Presentation and Writing Skills | Logical, coherent and polished presentation exceeding expectations at this level; free from errors in mechanics and syntax | Logical, coherent presentation demonstrating mastery; free from errors in mechanics and syntax | Logical structure to presentation; makes few errors in mechanics and syntax which do not prohibit meaning | Orderly presentation; minor errors in mechanics and syntax | Somewhat weak presentation; errors in mechanics and syntax may interfere with meaning | Confused presentation; errors in mechanics and syntax often interfere with meaning | Illogical presentation lacking cohesion; contains significant errors that interfere with meaning |
| Referencing | Advanced use of in-text citation and references | Mastery of in-text citation and referencing | Appropriate use of in-text citation and referencing | Adequate use of in-text citation and referencing | Limited use of in-text citation and referencing | Inadequate use of citation and referencing | Little or no evidence of appropriate referencing or use of sources |
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