NUR536: Critical Reflection Assessment

Assignment Overview

Learning Outcomes

1. Critically review communication models and modes and their implications for effective, appropriate and culturally safe nursing practice for individuals, families, groups and communities, throughout the lifespan and in all practice settings.

2. Critically review health informatics and technology in relation to effective nursing practice and to safe, quality healthcare delivery, including in catastrophic disasters such as pandemics.

3. Critically consider communication (including advocacy), health informatics and technology in relation to future leadership roles in practice and professional contexts.

Relevance of Assessment

This assessment task presents an opportunity for you to extend and integrate your understanding of communication, health informatics and technology through critical reflection on the learning experiences that you have encountered during the semester. Your analysis also establishes a basis for considering professional practice implications.

Assessment Preparation Requirements

During your study of this unit, you have engaged with a wide range of learning experiences, including readings, commentary, discussion points, module reflective activities, assessment tasks, as well as practice and other experiences that relate to unit topics.

These experiences serve as valuable opportunities that can influence reflective deliberation. It is recommended that you record your responses to these experiences as you progress through the semester.

A journal can be useful for this purpose (Your journal is not submitted for assessment).

Task

For this task, you are required to present four extracts from your written reflections throughout the semester, including one that relates to your group project experience, and three that have emerged from other NUR536 unit learning experiences that you have encountered during the semester, including module activities and readings.

Each extract must include a reflective analysis that demonstrates:

• how your thinking or assumptions have been challenged,

• what deeper insights you have gained,

• what questions have emerged from your reflections, and

• how you will apply this thinking to future professional and leadership roles.

It is essential that your analysis reflects engagement with the academic literature. Please refer to Module 7 to inform your understanding of this reflective task.

Support for This Assessment

Research: Contact a CDU librarian for guidance. Review the content of the Nursing Libguides on the Library website.

Reflective Writing: CDU library website – Reflection.

Academic Skills: Contact a Language and Learning Advisor for support.

Summary of Assessment Requirements

The Assessment 3: Critical Reflection requires students to demonstrate an advanced understanding of communication, health informatics, and technology in nursing practice. The task is designed to help students integrate theoretical knowledge with reflective practice to evaluate their learning throughout the semester.

Key requirements include:

• Four reflective extracts:

  • One extract must relate to the group project experience.

  • Three extracts should come from other learning experiences (e.g., readings, module activities, or discussions).

• Each reflection should:

  • Illustrate how personal thinking or assumptions have been challenged.

  • Highlight deeper insights and emerging questions.

  • Explain how these reflections will influence future professional and leadership roles.

  • Demonstrate engagement with academic literature to support reflective analysis.

• Students are encouraged to maintain a personal journal throughout the semester (not submitted for marking) to help record reflective insights.

The overall goal of the assessment is to integrate learning experiences, enhance reflective thinking, and establish a foundation for applying communication, informatics, and leadership skills in professional nursing practice.

Approach by the Academic Mentor

The Academic Mentor guided the student through the assessment systematically, ensuring that each stage aligned with the unit’s learning outcomes and academic expectations. The mentor’s approach involved four main stages: understanding the requirements, structuring the reflection, developing critical insights, and ensuring academic integration.

Step 1: Understanding the Assessment and Learning Outcomes

The mentor began by helping the student comprehend the purpose of the assessment — emphasizing that it was not a descriptive report but a critical reflection integrating theory, practice, and personal growth.

Together, they revisited the three core learning outcomes, focusing on:

1. The role of communication in culturally safe and effective nursing care.

2. The impact of health informatics and technology in promoting safe and quality care.

3. The significance of communication and technology for future leadership in nursing.

The mentor encouraged the student to align each reflective extract with at least one of these outcomes to ensure comprehensive coverage.

Step 2: Selecting and Structuring Reflective Extracts

Next, the mentor guided the student in identifying four meaningful experiences from their semester:

• One experience from the group project, reflecting teamwork, collaboration, and communication.

• Three experiences from module readings, classroom discussions, and clinical simulations, each showcasing a distinct aspect of communication or technology in nursing.

The mentor introduced a structured reflective framework, using models such as Gibbs’ Reflective Cycle and Schön’s Reflection-in-Action, to help organize thoughts. Each reflection followed a consistent structure:

1. Description of the experience or learning event.

2. Feelings and initial assumptions related to the experience.

3. Critical analysis supported by academic literature.

4. Key insights and learning outcomes derived from the reflection.

5. Future application in professional and leadership contexts.

Step 3: Developing Critical and Analytical Thinking

In this phase, the mentor focused on strengthening the depth of analysis within each reflection. The student was guided to move beyond surface-level descriptions and critically evaluate:

• How their assumptions were challenged through learning and collaboration.

• What new perspectives emerged regarding communication and informatics.

• How theory and literature informed their understanding of ethical, cultural, and technological challenges in nursing.

The mentor recommended integrating peer-reviewed nursing journals, health informatics frameworks, and leadership theories to support the analytical component of the reflection.

Step 4: Linking Reflections to Future Professional Practice

Finally, the mentor helped the student connect each reflective insight to real-world nursing practice and future leadership roles.
Examples included:

• Applying effective communication strategies for culturally diverse patients.

• Using health informatics tools for evidence-based decision-making.

• Advocating for safe and ethical technology integration in healthcare settings.

The mentor also emphasized maintaining a professional tone, appropriate academic referencing, and coherent transitions between reflections to ensure a polished and scholarly submission.

Outcome of the Mentoring Process

By the end of the guided process, the student successfully:

• Produced four cohesive reflective extracts demonstrating clear alignment with unit learning outcomes.

• Integrated academic evidence to support personal insights.

• Developed a nuanced understanding of how communication, informatics, and leadership intersect in nursing practice.

• Improved their ability to engage in critical reflection — a core competency in professional nursing.

The final submission reflected deep engagement, academic rigor, and personal growth, effectively showcasing the student’s ability to connect theory to practice and plan for future leadership in healthcare.

Learning Objectives Achieved

Through this assessment and guided mentoring, the student achieved the following learning objectives:

• Critical awareness of diverse communication models and culturally safe practices.

• Enhanced understanding of the role of health informatics and technology in quality care.

• Development of reflective and analytical thinking skills applicable to professional practice.

• Preparation for leadership roles through self-evaluation and evidence-based decision-making.

• Improved academic writing and research integration aligned with reflective methodologies.

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