Description
Record a 5-10 minute video reflection on your work and experiences in this course. (TRANSCRIPT ONLY– STUDENT WILL MAKE VIDEO).
Health care professionals have many opportunities to reflect on their contributions to their field and organization. After completing any portion of a project, it is important to evaluate how well it met its objectives. Such evaluation enables practitioners and leaders to explore and reflect on their experiences and identify opportunities for future improvement. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018).
This assessment provides an opportunity for you to reflect on your achievements, challenges, and improvement opportunities related to your work on your project and at your project site during this course. By reflecting on these areas, you can deepen your critical-thinking and problem-solving skills, as well as locate your position on your project journey as you progress to NHS-FPX9902.
DEMONSTRATION OF PROFICIENCY
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 4: Reflect on your growth and learning during the IRB process and project planning phase.
Reflect on process, outcomes, success, and opportunities for improvement related to the development of a QI/PI framework.
Reflect on process, outcomes, success, and opportunities for improvement related to the development of a project implementation plan and logic model.
Reflect on process, outcomes, success, and opportunities for improvement related to collaboration and other relevant work at a project site.
Communicate orally in a clear, confident, and professional manner.
Competency 6: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Integrate support from scholarly and authoritative sources to strengthen claims and substantiate decision making.
Reference
Speed, C. J., Lucarelli, G. A., & Macaulay, J. O. (2018). Student produced videos—An innovative and creative approach to assessment. Sciedu International Journal of Higher Education, 7(4).
Important Note: You do not need to submit the transcript of your video. However, make sure you submit an APA-formatted reference list for the authors or sources of evidence used to support your assertions or inform your reflection approach in your video.
One way you could organize your reflection is to take a simplified gap-analysis approach for each of the four main topics for the reflection:
What happened?
What did you do and what were the results of your work?
Remember to mention the relevant evidence you used to guide your approach to your work.
What went well?
What did not go well?
How did actual events differ from your predictions?
If relevant, mention the evidence that helped you formulate your prediction about what should have happened.
How are your experiences changing your thinking, analysis, and communication patterns?
How can you use this information to improve?
If relevant, look to the literature to support your potential changes.
While you may use any appropriate approach to organize your reflection, be sure that you address the following scoring guide criteria:
Reflect on process, outcomes, success, and opportunities for improvement related to the development of your QI/PI framework.
Reflect on process, outcomes, success, and opportunities for improvement related to the development of your project implementation plan and logic model.
Reflect on process, outcomes, success, and opportunities for improvement related to collaboration and other relevant work at the project site.
Integrate support from scholarly and authoritative sources to strengthen claims and substantiate decision making.
Communicate orally in a clear, confident, and professional manner.
Unformatted Attachment Preview
Reflection Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Reflect on process,
outcomes, success, and
improvement opportunities
related to the development
of a QI/PI framework.
Does not describe the
process, outcomes,
success, or improvement
opportunities related to the
development of a QI/PI
framework.
Describes the process,
outcomes, success, and
improvement opportunities
related to the development
of a QI/PI framework.
Reflects on process,
outcomes, success, and
improvement opportunities
related to the development
of a QI/PI framework.
Reflects on process, outcomes,
success, and improvement
opportunities related to the
development of a QI/PI framework.
Considers the context and
significance of one’s work and the
application of lessons learned.
Reflect on process,
outcomes, success, and
improvement opportunities
related to the development
of a project implementation
plan and logic model.
Does not describe the
process, outcomes,
success, or improvement
opportunities related to the
development of a project
implementation plan and
logic model.
Describes the process,
outcomes, success, and
improvement opportunities
related to the development
of a project implementation
plan and logic model.
Reflects on process,
outcomes, success, and
improvement opportunities
related to the development
of a project implementation
plan and logic model.
Reflects on process, outcomes,
success, and improvement
opportunities related to the
development of a project
implementation plan and logic model.
Considers the context and
significance of one’s work and the
application of lessons learned.
Reflect on process,
outcomes, success, and
improvement opportunities
related to collaboration and
other relevant work at a
project site.
Does not describe the
process, outcomes,
success, or improvement
opportunities related to
collaboration and other
relevant work at a project
site.
Describes the process,
outcomes, success, and
improvement opportunities
related to collaboration and
other relevant work at a
project site.
Reflects on process,
outcomes, success, and
improvement opportunities
related to collaboration and
other relevant work at a
project site.
Reflects on process, outcomes,
success, and improvement
opportunities related to collaboration
and other relevant work at a project
site. Acknowledges the influence of
own preconceptions, assumptions, or
biases on attitude and approach to
the work.
Integrate support from
scholarly and authoritative
sources to strengthen
claims and substantiate
decision making.
Does not identify scholarly
or authoritative sources to
strengthen claims or
substantiate decision
making.
Identifies scholarly and
authoritative sources to
strengthen claims and
substantiate decision
making but does not
integrate sources into the
reflection.
Integrates support from
scholarly and authoritative
sources to strengthen
claims and substantiate
decision making.
Integrates support from scholarly and
authoritative sources to strengthen
claims and substantiate decision
making. Notes the relevance of
sources to the claims and decisions
that they support.
Communicate orally in a
clear, confident, and
professional manner.
Does not communicate
orally.
Communicates orally
without clarity, confidence,
and/or professionalism,
inhibited by digressions or
limited vocabulary.
Communicates orally in a
clear, confident, and
professional manner.
Communicates orally in a clear,
confident, and professional manner.
Communication is articulate and
engaging in expression of ideas.
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