This might result in sanctions ranging from mark deduction to withdrawal from the University. Student’s signature (hard copy Hislaire………. . Date *If you submit your work electronically, there is no need to sign the form. Submission of this form under your own name will be accepted in lieu of a signature. For office use (hard copy only*): Date received and Receiving HSM 051 Patch Rubric. Appropriate grade comments for each patch will be emboldened by the marker.
Patch development (15%) 5 4 3 2 Excellent Very Good Good Satisfactory poor Not addressed Patch 1 Su mmary of issues Comprehensive knowledge of subject area. Well-constructed. Strong knowledge of subject area. Clearly constructed. Sound level of knowledge of subject area. Well structured. Some knowledge of subject area. Structure may lack clarity. Very limited knowledge of subject area. Structure is confused or lacks coherence. Patches not included Patch 2 Comprehensive knowledge Of subject area.
Clearly constructed Structure is confused or lacks coherence Patch 3 Very limited knowledge Of subject area. Total Mark: Feedback and Result Form Feedback is provided in relation to the assessment criteria (box on left) that were given to you with the assessment specification. The ‘comment’ box on the right identifies what you have done satisfactorily or well, whatyou need to do to improve this mark and, where possible, how you should go about this. You may also receive feedback through other mechanisms e. g. verbally or as a group.
Module name and code HSM 051 : Leading and Managing in Professional Practice Patchwork Essay Date Assessment Criteria proportion Of marks Proportion of mark awarded Comment Develop 3 patches on set topics introduced during the module (15%) Demonstrate evidence of critical reflection on your own learning in relation to the 3 patches and the group process (55%) Critically develop original and creative strategies for the future development of yourself and the practice of others. (30%) Overall comment (referring also to the grade related criteria):
MARK SANCTIONS (see page 5 for details) Sanction Awarded Late submission per day for 4 days (-5 marks) Exceeding the word limit will incur the following sanctions: 0-10% over word limit – no sanction 11-20% – minus 5 marks 21 40% – minus 10 marks 41-60% – minus 20 marks Over 60% – to be resubmitted Word count inaccurate or not disclosed (- 5 marks) Failure to submit cover and/or coursework declaration sheet (-5 marks each) Breach of confidentiality ‘Dangerous practice (0%) FINAL MARK Markers Name Markers Signature Patches essay – HSM051 Leading and Managing in Professional Practice This patchwork text’ essay is a critical reflection of what I have learnt from the three topics studied throughout the module ‘Leading and Managing in professional Practice’ (see appendices 1-3).
Additionally, a discussion of my learning gained from working in a group and producing weekly presentations will be included. Finally, I will present my conclusions generated from my learning and identify strategies for future development along with implications for future practice, and how this module has aided me in becoming a safer, more effective nurse in my future career. I will loosely be sing Driscoll’s 1994 reflective model to report my experience and findings. In accordance with the Nursing and Midwifery Code of Practice 2008 on confidentiality, no names of individuals discussed will be mentioned within this essay. Reflective learning and practice are central to nursing and so nurses are encouraged to become reflective practitioners.
Thus, reflective practice is a well-established process in the training and professional development of nurse practitioners (Johns & Freshwater, 2005). Reflective frameworks are useful for students as they encourage developing and deepening their reflective process. Driscoll’s 1994 framework was selected for this essay as this is a straight forward model consisting of three questions ‘whae ‘so what’ and ‘now what’. Each patch comprises of different topics, so each varying in learning outcomes, but all providing key issues to positively influence and challenge my future practice. Patch 1 provided me with a new knowledge foundation, as I had little prior knowledge of how the funding systems operate within the NHS.
Having learnt about the direct impact that the decisions made by commissioners can have on not only services as a whole but the service users themselves, I was shocked. Reflecting on this, in future I need to keep up to date with current research and healthcare news, as this will help me to keep a clear idea of what the NHS is offering to my future service users. In turn my ability to provide information will be raised and this will empower service users as they will be equipped with knowledge about the current evidence-based practice which will help them make informed decisions about their care (NICE 2011). This is turn will produce a better therapeutic relationship, as I will be ensuring the patient as a partner in the development of their care (Doss et al 201 1).
Furthermore, the ever- growing workforce pressures due to staff cuts with increased people seeking services (RCN 2014) have made me aware of the need to be well prepared and equipped with a range of skills to be able to cope with this. Additionally, by increasing my awareness of the services that are available to a certain client group, I can refer to appropriate services more smoothly. This could be crucial for an individual’s recovery and may lessen the chance of the ‘revolving door’ analogy by keeping people out of hospital (NHS Central London CCG 2015). Patch 2 has enthused me to involve those in my care with ll aspects of their mental health service experience.
I had already placed service users as the focal point in any care I would deliver, but learning about the real changes they can make to the services as a whole has inspired me to ensure this is always the case. The ELFT (2006) believe that service users can make meaningful changes locally and nationally; by involving these individuals in training, recruiting, and evaluating se??ces. Our group focussed on evaluating services and we drew the conclusion that our focus of our strategy would be to ask service users what aspects of care they believe to be valuated. By doing this we had an open discussion with the class, which raised some valid points surrounding how evaluations should be carried out.
While some service users may feel comfortable in a meeting, others may want a more secluded space to give feedback; with this in mind in future I’d ensure there are a range of options available to my service users. Patch 3 has highlighted some crucial tips for when I become a nurse in terms of how my health and well-being can affect my output. Competence is effected as seen by MRSA infection rates being correlated with staff health and well-being (NHS 2008). Motivation and self-efficacy are lessened when pressures become high so I need to take part in clinical supervision and reflection to make sense of these negative feelings. Groups are a fundamental and powerful force in modern society and therefore play an important role in delivering effective health and social care. Johnson and Johnson 2006 (p. ) defined a group as “two or more individuals in face-to-face interaction who are aware of their positive interdependence as they strive to achieve mutual goals, are aware of their membership in the group and are aware of the others who belong in the group”. Thus, this shows that a group of people who interact with each other, contribute individual strengths and have a set goal can achieve a common task. using Tuckman’s 1 977 group stages theory and Belbin’s 1981 group roles, I will discuss the group process. This project required student groups to produce presentations based on three patch topics (appendices 1-3). My group comprised of 6 members, all of which I had worked with in the past; due to this, introductions were not necessary.
However, introductions would be useful in helping to develop relationships, as referred to in Tuckman’s 1st stage of group development known as orming. We began our work immediately with a brainstorm of ideas on the first topic (see appendix 1); during which the group were respectful and listened to each other. This supports Tuckman’s model, which states that in the ‘forming stage, group members are mostly positive and polite. Having completed a leadership styles questionnaire (Lewin et al. 1939) prior to this seminar we shared our results. I was classed as having a democratic leadership style; while 4 others found the same, there was one authoritarian style. We were also required to look at Belbin’s team roles (Belbin 1981) and pick which role type best fits us.
As a group we discovered we had covered multiple roles, which is positively supported by Belbin’s role theory (Belbin 1981 in Meslec and Curseu 201 5) which claims that a balanced group (where as many of the 9 roles are present) perform better than unbalanced groups. This provided insight for me the role I may bring to a team, and was a useful tool in raising my own self-awareness. A drawback of this theory is that team roles can change depending on the task and other members of the team (Obagun 2009). Although Belbin has been criticised it is a good starting point that helps to create an optimal team (Obagun 2009). We arranged an official meeting a few days later, agreeing that each member would gather research from one sub-topic for the presentation.
However, some frustration arose as some individuals were not happy with their sub-topic. This could be referred to as the storming stage of Tuckman’s model, where conflict can arise. However, the group decided on a compromise that for future work, those less satisfied this time would have first choice next time. This is supported by Joseph 201 5, who claims group compromise is a good conflict resolution and also may be part of the ‘norming stage’ of Tuckman’s where group members re said to resolve any issues carried from the storming phase. We used emails to communicate as a group and we utilised this well throughout; resulting in good communication within the team.
Communication is highly important within a nursing team; staff should communicate effectively with each other, be it verbally, electronically or written, to ensure continuity, safety and quality of care for all (DH 201 la in Casey and Wallis 2011 At the next meeting we regrouped and shared our individual work. We provided feedback for each other and began to generate a presentation structure. This ay be the continuation of Tuckman’s ‘norming stage’. Individual skills were identified, for example, one member was a competent power point operator, so was assigned the role of putting slides together. The sharing of skills aided us to produce a high standard of work. This highlighted the importance of delegating workloads in accordance to people’s skills set which is supported by the RCN (2011). Our final meeting was on the day of the presentation. Group members were encouraging and motivated which led us to a successful presentation.
This could be linked to the 4th stage of Tuckman’s theory; performing. We received positive feedback from the class in terms of a clear structured presentation. Feedback is an essential component to nursing practice as it promotes learning and ensures that standards and targets are met (Hewson and Little, 2001 In contrast to Belbin’s model, Tuckman’s recognises the limited shelf life of teams and understands that teams pass through various Stages to achieve task effectiveness. However, Tuckmans model has been criticised for the overlap between stages. Leadership within the group was not clear cut; with members sharing responsibility and everyone having the opportunity to express their opinion.
Thus, as postulated by Heron (1999), there was a balance of autonomy and co-operation as every member of the team was given a chance to perform a leadership function. This reflects a nursing team in practice, as they are equal in responsibilities and power. As a group we had good team spirit and supported each other. This allowed for the group to be focussed and task- orientated and productive. We shared our material gathered individually among the group, therefore aiding each other’s learning and also by doing this we could step-in should someone by absent for any future presentation. We had been successful so far so the next two presentations panned out similarly. Moving forward, I want to further my leadership skills and confidence, so want to have strategies in place to achieve this.
To start, throughout the remainder of my training will take opportunities to shift coordinate and contribute as much of my skills as possible within team meetings so I am building the ability to perform leadership skills for when I qualify. Willcocks 201 2 states that nurses have an important leadership role to play, and that effective leadership has no definite consensus or leadership model to go by. This tells me that I will need to adapt my skills depending on the standards set by where work. My chosen branch of nursing, mental health requires many intricate and specialised skills; most importantly compassion and a desire to learn about people lives. However, I have learnt that nurses face barriers that challenge their daily practice to fulfil this idealistic character and provide the best possible care.
Obstacles such as funding cuts, work stress and team issues need to be addressed and improved where possible. As an individual, I will ensure I reflect on my practice as reflection helps us to challenge our practice rather than working n automatic pilot; important because patients are important. Also, I have learnt that reflection will help my competence as I will gain knowledge from others. Reflection involves sharing one’s practice with others; this takes courage and open-mindedness and means that need to be willing to take on board and act on constructive criticism (Dewey 1933). Supporting my colleagues and sharing experience is something will place high on my priorities.