Nursing homework help

Nursing homework help. Assignment 2: Essentials of Care, Reflective Piece
Students are required to consider and reflect on their learning this semester relating to the assessment and communication of activities of living.
Using the following:

  • The Roper-Logan-Tierney Model for Nursing (Holland & Jenkins,2019);
  • ‘Cues’ and ‘Judgements’ from The Situated Clinical Decision-Making Framework

(Gillespie & Patterson 2009); and

  • Borton’s (1970) Model of Reflection (Smith, James, Adamson & Gentleman, 2016),

prepare a 1500-word reflective paper that outlines your personal role in providing essentials of care for future practice as a Registered Nurse.
When preparing your reflection consider and include the following:

  • Introduction – A brief overview of what you plan to discuss (short paragraph).


  • Define essentials of care. (it is not a framework or programme, it is a broad concept that covers how nurse assess and communicate activities of living to determine what care is required to address the patient’s needs. The text covers the use of the Model of Nursing extensively and will provide a range of key words that encompass essentials of care.


  • What? – Describe your experience this semester in relation to the assessment and communication of activities of living on a dependence/independence continuum and factors influencing activities of living. (we have to describe our personal experience that relates to the assessment of AOL, communication of AOL and dependence/independence continuum of AOL  and explains 2-3 different activities for each section, for example, sleeping and breathing for assessment, sexuality and dying for communication and elimination and mobilizing for dependence and independence continuum?  use of examples of those activities like from workshops or videos or other examples from class or personal experience, so that there is a clinical case that demonstrates my interpretation of ‘sleeping and breathing’, for example.  Use of Borton’s model of reflection (WHAT) What happened, what did I do, what did others do, what was I try to achieve, what was good or bad about the experiences)


  • So What? – What cues (data/information/things you noticed) did you identify from your experiences this semester that shaped your judgements (understanding) about your personal role in assessing and communicating essentials of care for future practice?  SO WHAT (so what is the importance of this? What more do I need to know aboutthis? What have I learnt about this?)


  • Now What? – What could you and/or need to do now to enable you to effectively assess and communicate essentials of care for future practice?
  • Conclusion – A brief summary of what you discussed (short paragraph, no new information).

We encourage you to use your journaling notes from seminars to assist you with this assessment.
Academic expectations:

  • All students require a cover sheet (first page of your work). Your cover sheet must include: the unit number, workshop day/time, title and your student ID number.
  • Your work will be blind marked. This means the teaching team are ‘blind’ to who

they are marking which limits potential bias. As such, please do not put your name on your work.
Word limit for this assessment is 1500 words +/- 10% (excluding in-text referencing).

  • • Your work requires an introduction, body and conclusion. You are welcome to use

headings e.g. What, so what, now what? within the body of your work. An introduction and conclusion do not require a heading.

  • You are welcome to use first person narrative (I, we etc.).
  • Please ensure you read and utilise the marking rubric to ensure you meet the

assessment criteria.

  • Please seek early support using the discussion forum and teaching team if you are

having difficulty addressing the assessment task and marking criteria. Please factor a time allowance for this in your assessment preparations. Contact information and working hours for the teaching team are available on the canvas site in the ‘Student resources’ module.

  • The teaching team are happy to support you with this assessment. Please bring your specific questions to any discussions with the teaching team. As we are unable to equitably nor logistically review full drafts for the entire cohort, we will not review full drafts.

All resources used to prepare your work must be included in a reference list at the end of your work (separate page with heading). This includes evidence-based journal articles, standards, policies, models, frameworks and any other resources used to in the development of your work.

  • For this assessment task a minimum of 8 references is required.
  • Sources must be current (less than 10 years old), relevant to the task and credible.
  • Patient information websites e.g. WebMD and BetterHealth, are not appropriate at

this academic level.

  • Students in the Bachelor of Nursing program are required to use APA 6th or 7th

edition for referencing.

  • Please ensure all statements of fact (claims/facts) have an in-text reference to

support them as credible and evidence-based. This may mean that you will at times
reference consecutive sentences.

  • Please seek assistance from the library if you require help with referencing.

Supportive Resources:
American Psychological Association (2017). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: AMA
Australian Nursing and Midwifery Council (2016). Registered Nurse Standards for Practice. Dickson, A.C.T.: ANMC
Gillespie, M. & Paterson, B. (2009) Helping novice nurses make effective clinical decisions: The situated clinical decision-making framework. Nursing Education Perspectives. 30 (3): 164-170. – This is where you will find a description of ‘Cues’ and ‘Judgements’.
Holland, K. & Jenkins, J. (Eds.). (2019). Applying the Roper, Logan, Tierney Model in Practice (3rd ed.). Sydney, N.S.W.: Elsevier. – This is where you will find the Model of Nursing
Smith, S., James, A., Brogan, A., Adamson, E. & Gentleman, M. (2016). Reflections about experiences of compassionate care from award winning undergraduate nurses – What, so what…now what? Journal of Compassionate Health Care. 3 (6): 1-11. – This is where you will find an overview of Borton’s (1970) Model of Reflection (What, So What, Now What?)
Assessment items not attempted by the deadline will be subject to marking penalties as per the university assessment policy. Please note that student must attempt all assessment items and gain an aggregate mark of 50% or more to pass this unit.

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