This document provides instructions for submitting an assignment for a nursing course, including declaring that the work is original. It also includes a rubric that will be used to grade the assignment, focusing on critically analyzing nursing skills, reflecting on learning, and discussing how the process has influenced practice. Students must include their student ID, name, and other identifying information at the top of the assignment.

1. Faye Dawe 2083187
Faculty of Health Sciences
School of Nursing & Midwifery
Assignment cover sheet: online submission
Complete this cover sheet and copy and paste the whole page at the beginning of your
assignment. It should be the first page. The file name must have your FAN, topic code
and the assignment name or number (for example, smit0034_nurs0000_ass1.doc,
jone0024_nurs1111_ass2.doc). Instructions for submitting assignments in FLO can be
found at: http://flinders.edu.au/nursing/studentsandcourses/handbooks-&-
forms/general_forms.cfm.
Student declaration: In accordance with the Flinders University information on academic
integrity and plagiarism, referred to in the Student related policies and procedures manual
(http://www.flinders.edu.au/ppmanual/student.html), by submitting this cover sheet as part
of my assignment I hereby certify that the work submitted in this assignment is entirely my
own unless otherwise acknowledged.
Student ID 2083187
FAN dawe0047
First name Faye
Family name Dawe
Phone number 08 8595 8069
Topic code NURS2101
Topic name Nursing 3
Tutorial lecturer Leeanne Pront
Assignment number and title Assignment 2 RCPC
Word count
Due date May 22nd 2012
Date of submission May 21st 2012
Is this a resubmission?
Yes No
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2. Faye Dawe 2083187
Flinders University South Australia
School of Nursing and Midwifery
NURS2101 Nursing 3 2012
Reflective clinical practice critique (RCPC) Marking Rubric
Student name:
F P CR DN HD
Critique 1 – Student’s performance their own skill (700 words)
Poor assessment of skill Excellent assessment of skill
Little or no evidence of critical Clear evidence of critical
analysis of the skill analysis of skill
Little or no reflection on Clear reflection on learning
learning process Process
Few or no articulated Clearly articulated influences
influences of their decisions of their decisions about the
about the excellence of excellence of practice
practice
Little or no discussion about Excellent discussion about
how this process has how this process has
influenced or changed their influenced or changed their
own practice own practice
Poor choice of appropriate Excellent choice of
sources appropriate sources
Poorly written, poor use of Very well written, excellent
grammar, spelling, grammar, spelling,
referencing and poorly referencing and well
organised. organised
Critique 2 – Student critiques another student’s/person’s practice (700 words)
Poor assessment of skill Excellent assessment of skill
Little or no evidence of critical Clear evidence of critical
analysis of the skill analysis of skill
Little or no reflection on Clear reflection on learning
learning process Process
Little or no articulated Clearly articulated influences
influences of their decisions of their decisions about the
about the excellence of excellence of practice
practice
Little or no discussion about Excellent discussion about
how this process has how this process has
influenced or changed their influenced or changed their
own practice. own practice.
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3. Faye Dawe 2083187
Poor choice of appropriate Excellent choice of
sources appropriate sources
Poorly written, poor use of Very well written, excellent
grammar, spelling, grammar, spelling,
referencing and poorly referencing and well
organised organised
Critique 3 – Student responds to another student’s critique of a nursing skill (700
words)
Little or no discussion Excellent discussion regarding
regarding validation of validation of performance of
performance of skill skill
Little or no evidence of Excellent evidence of changed
changed practice practice
Little or no research into skill Excellent research into skill
Poor reflection on how Excellent reflection on how
receiving feedback helped or receiving feedback helped or
hindered your successful hindered your successful
performance of the skill. performance of the skill.
Poorly written, poor use of Very well written, excellent
grammar, spelling, grammar, spelling,
referencing and poorly referencing and well
organised organised
Mark & Grade
Lecturer’s Comments
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4. Faye Dawe 2083187
Table of Contents
Self Assessment: Setting up an IV Infusion Prior to Insertion to a
Patient
1) Extended assessment and reflection – Setting up an IV infusion
2) Appendix 1: Handwritten nursing skill critique form (transcribed)
3) Checklist for setting up an IV infusion from Tollefson (2010, p.72)
Peer Assessment: Aseptic Dressing Procedure
1) Extended assessment and reflection: Aseptic dressing procedure
2) Appendix 2: Handwritten nursing skill critique form (transcribed)
3) Checklist for aseptic dressing procedure from Tollefson (2010, p. 281)
Reply to Peer Assessment of My Skill: Administration of Inhaled
Medication by Nebuliser
1) Extended assessment and reflection: Setting up an IV infusion
2) Appendix 3: Handwritten nursing skill critique form (transcribed)
3) Checklist for administration of inhaled medication by nebuliser from
Tollefson (2012)
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5. Faye Dawe 2083187
Self Assessment: Setting up an IV Infusion Prior to
Insertion in a Patient
Student: Faye Dawe
Assessor: Faye Dawe
Task being performed: Setting up an IV Infusion prior to Insertion in a Patient
Comments Grade*
Checks the documentation As there were no written orders for this
and orders for task simulation, I verbalised my actions to my
partner, Lucy as to what I would do if
there were written orders.
Collects all the appropriate Prior to commencing the setup, all
equipment equipment that was needed had been
placed at the work station, by simulated
clinical centre staff. An IV stand, giving
set, and fluid bag were present however,
as there were no patient or mannequin
available, Lucy and I agreed to proceed
as if there was a patient.
Performs the task, The first thing I did before performing
maintaining: the task was discuss patient and staff
patient safety safety. As this was a simulated activity,
we decided that there was no risk to the
staff safety
patient, and as a staff member, gloves
infection control and were not needed as there was no risk for
standard precautions
contamination from bodily fluids. After
patient privacy this discussion I spoke about closing the
curtains or door, which ever was
applicable, to maintain patient privacy.
Completes all elements of the After a 30 second hand wash I checked
task the date and quality of the fluid bag. I
isolated the regulator and moved it up
the line until it was approximately 10
cms from the base of the bag. I
proceeded to clamp off the line so that
fluid would not be lost when I spiked the
bag. I gathered the kidney dish to
contain the fluid released when I primed
the line. I released the clamp and filled
the drip chamber which allowed the fluid
to flow into the kidney dish until there
were no air bubbles visible. For the
small air bubbles I tapped on the line
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6. Faye Dawe 2083187
however, there were no large air bubbles
but I did discuss the importance of their
removal. After removing the small air
bubbles, I closed off the clamp. These
procedures are reflected in Tollefson
2010.
Concludes the task When I had completed the initial setup of
appropriately the IV infusion I explained to Lucy that I
would then ensure the patient was
comfortable, and ready to have the IV
started after cannulisation by a doctor or
specialist RN.
Disposes of equipment After the exercise was completed I
appropriately disposed of the empty fluid bag and
giving set into the rubbish bin. I wiped
out the kidney dish with paper towel and
disposed of that. I replaced the kidney
dish on the desk, at the work station.
Completes appropriate After washing my hands again, I
documentation discussed the documentation that is
required in relation to this exercise,
including the six rights.
Further research needed It has become clear that I still need to
practise the finer details of moving the
regulator closer to the infusion chamber,
not filling the infusion chamber more
than half full, and not allowing so much
fluid to be lost whilst priming the line.
Overall Comments
I feel I performed this skill well, taking into consideration the level of experience I have.
I acknowledge there is room for improvement, and I expect this will come in time, the
more exposed I am to these situations in nursing.
My Reflection of giving myself feedback
This was more difficult than I expected however, I feel constructive critique is valuable
and allows me to move forward with the knowledge I have gained from the experi
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7. Faye Dawe 2083187
Peer Assessment: Aseptic Dressing Procedure
Student: Wendy Woo
Assessor: Faye Dawe
Task being performed: Aseptic Dressing Procedure
Comments Grade*
Checks the documentation and Wendy was assessed using the appendix 3 from the 1
orders for task topic details
See Appendix one for completed checklist.
Wendy correctly checked the documentation to find out
what the medication order was but she did not vocalise
that she was checking that the medication order was
legal as in the guidelines from FLO under preparation.
This was covered in class but the 3 checklists (Crisp &
Taylor, 2009, FLO and Lynn (2008) do not mention it.
She also did not consult with RN as per effectiveness of
previous analgesia or request her assistance in
administering the medication. Nurses Board of South
Australia Standards for Medication Management (date
unknown) guidelines state that this is necessary.
Collects all the appropriate She did not check if the medication trolley had pill cups 1
equipment and left the trolley unattended and unlocked when she
had to collect some. This meant that anyone may have
had access to the trolley.
Explains the procedure to the As shown by the checklist (Appendix A) she explained to 1
patient and gains consent. the patient that she was going to give her Panadol™ but
Shows understanding of nursing assumed that she (the patient) knew about Panadol. She
theory behind the task including also did not offer the patient choices of medication nor
ANMC guidelines. discuss those choices with the RN. Erseck, Irving and
Botti in Brown,& Edwards,(2008:130) state that patients
need to have choices for analgesia when their choices are
dependent on where their pain is on the analgesic ladder.
Her patient care manner was firm but kind but did not
recognise patient autonomy. She did not show that she
met all the criteria of the ANMC guidelines for
professional practice (ANMC guidelines for professional
practice [ANCMI] 2006). In particular she did not meet
competencies 5, 8 & 9.
Performs the task, maintaining: Patient safety was put at risk because of Jayne’s 1
patient safety assumption of patient knowledge. It is important that she
staff safety always quiz the patient about their knowledge of their
infection control and medications. By leaving the medication trolley
standard precautions unattended she placed herself and others at risk as any
patient privacy person may have had access to any medications. She
also placed the patient at risk by not checking the
medication with an RN, not having an RN check her
administration and by not checking if the patient could
physically swallow tablets. Thus she once again
contravened the ANCMI competencies (ANCMI 2006) and
The Nurses Board of South Australia [NBSA] Oral
Medication Guidelines
Completes all elements of the Jayne did not complete all the elements of the task as 1
task explained by the previous comments and shown in
Appendix One
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8. Brown,& Edwards,(2008:135-137); Crisp & Taylor ,
2009:750-753)
Faye Dawe 2083187
Disposes of equipment Successfully completed 2
appropriately
Completes appropriate Jayne signed that she had administered the medication 1
documentation but did not get the RN to countersign it. .
Further research needed As shown in overall comments 1
Concludes the task appropriately Jayne appropriately concluded the task ensuring that the 1
patient appeared comfortable however she did not state
to the patient that she would return to check the efficacy
of the analgesia as is required (Erseck, Irving and Botti in
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9. Faye Dawe 2083187
NURS2101 Nursing 3
Student:
Assessor:
Task being performed:
Comments Grade
*
Checks the documentation
and orders for task
Collects all the appropriate
equipment
Explains the procedure to the
patient and gains consent.
Shows understanding of
nursing theory behind the
task.
Performs the task,
maintaining:
patient safety
staff safety
infection control and
standard precautions
patient privacy
Completes all elements of the
task
Concludes the task
appropriately
Disposes of equipment
appropriately
Completes appropriate
documentation
What further research is
required?
1 Adapted from School of Nursing & Midwifery 2008, NURS8620/NURS8621 Competency standards &
clinical skills portfolio, School of Nursing & Midwifery, Flinders University.
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10. Faye Dawe ID 2083187
Overall Comments
Jayne appears to have understood the technical requirements of the skill but she has
not grasped the legal requirements as a nursing student and she has not i nvolved the
patient in the process. When discussed with Jayne, she stated that she thought that she
was giving the drug as an RN not as a student. She stated that the 2 checklists she used
(Crisp & Taylor 2009 and Lynn 2008) both take this stance.
She also stated that it is hard relating to the manikin as a real person and that if there
was a real person there that should have always involved the patient within the
process.
My Reflection of giving feedback
Prior to commencing the setup, all equipment that was needed had been placed at the w
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11. Faye Dawe ID 2083187
NURS2101 NURSING 3 Yes No
BASIC WOUND DRESSING
1. Introduces her/himself to the patient. Explains that they have been assigned to
care for them today and asked them for permission to do the dressing on the pt’s
wound
2. Asks pt how the wound has been feeling
3. Ask if the pt normally requires any pain relief before the dressing is done –
administers it as necessary
4. Waits an appropriate time for analgesia to be effective before commencing
dressing
5. Asks the patient if they need to go to the toilet
6. Reads the pt bed notes and Nursing Care Plan (NCP) to find dressing
requirements
7. Responds to client’s anxiety by communicating patiently, simply and clearly
8. Explains process to the client
9. Places the patient in comfortable position with easy access to wound
10. Adjusts the bed height for comfortable access to wound, checks brakes are on
11. Cleans dressing trolley and collects equipment as per NCP(May consult the
procedure manual)
1. Places dressing pack on top of trolley
2. Places extra equipment on bottom of trolley i.e. solution, waste bag, dressings,
tapes or hyperfix and disposable gloves
12. Takes trolley to bedside positioning it next to patient
13. Position waste bag so aseptic field is not compromised
14. Uncovers pt and loosens the tapes on the dressing – if dressing has strikethrough
– disposable gloves must be worn when touching the dressing
15. Washes hands 60 secs.
16. Dons disposable gloves
17. Removes dressing from wound and places it in waste bag (if dressing sticks to
wound – leave it as dressing may remove soaking)
18. Removes gloves
19. Maintaining Aseptic principles throughout, opens dressing pack and puts dressing
pack on top of dressing trolley
20. Provides rationale for wearing/not wearing clean gloves when doing dressing (i.e.
may have cut on hands)
21. Maintaining Aseptic principles throughout, opens dressing pack and assembles
equipment
Uses top forcep to set out equipment
Sorts swabs for moistening and drying
Opens dressings and places on aseptic field
Opens solution and pours into appropriate container
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12. Faye Dawe ID 2083187
Opens other equipment that may be necessary
22. Soaks dressing if required and removes with forcep
23. If any contamination occurs and asepsis is broken, the student self corrects and
begins again.
24. Discards forcep
25. Assesses wound
26. Maintaining Aseptic principles, uses 2 remaining forceps to perform dressing
27. Maintaining Aseptic principles throughout cleans area moving from dry area to
moist
28. Maintaining Aseptic principles cleans area moving from clean to dirty area
29. Maintaining Aseptic principles dries area
30. Covers with dressings as per NCP and fixes with tape or hyperfix
31. Removes gloves if worn
32. Repositions pt in bed and adjusts bedclothes.
33. Ensures bell is within reach
34. Assess pt’s reaction to dressing verbally
35. Ask pt to inform you if any strikethrough occurs
36. Concludes interaction with pt suitably
37. Cleans and tidy work area.
38. Washes hands
39. Documents findings in progress notes
ork station, by simulated clinical centre staff. An
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