Application of Critical Thinking and Reflection in Practice SI MODULE CODE S CREDITS 15 LEVEL 7 JACS CODE SUBJECT GROUP DEPARTMENT

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1 MODULE DESCRIPTOR TITLE Application of Critical Thinking and Reflection in Practice SI MODULE CODE S CREDITS 15 LEVEL 7 JACS CODE SUBJECT GROUP DEPARTMET ursing and Midwifery MODULE LEADER Carole Hopps MODULE STUD HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study Total umber of Study Hours 40 /A *to be used for Key Information Sets - see Module Descriptor guidance notes MODULE AIM To develop your critical thought and reflective potential, and enable you to utilise reflective processes to examine your actions; develop deeper self-awareness and insight into practice situations, and using this insight to transform and implement practice innovations. MODULE LEARIG OUTCOMES 1 Examine the philosophical and theoretical notions associated with the concepts of critical thinking processes and reflection in particular. 2 Critically evaluate and make informed judgements about the values, beliefs and theories underpinning different models of reflection and critical thinking, and justify their use within the practice setting utilising a sound evidence base (published sources) 3 Identify and critically evaluate factors which have provided insight into practice situations and developed your self -awareness. 4 Present your work appropriately for an academic audience IDICATIVE COTET Theoretical frameworks seeking to explain thinking Theories of reflection and reflective processes Application of theories and models to practice

2 LEARIG, TEACHIG AD ASSESSMET - STRATEG AD METHODS ou will be supported in your learning, to achieve the above outcomes, in the following ways Tutor- Led Learning Seminars, to introduce the module, key concepts and topics of the module relating to critical thinking and reflection. Workshops will be used to explore the application of critical thinking and reflection to practice situations and share experiences. ou will work in small groups to explore these concepts and develop original ideas about application to practice. Through peer and tutor support you will identify and evaluate factors which may be impacting on your particular situation. ou will receive guidance in relation to your assessment task. Tutorials by personal and electronic contact to facilitate critical assessment and reflection of your skills in relation to the learning outcomes of the module, and to provide support for the completion of the assessed work Tutor-Directed Learning The module site on SHUSpace will provide online support of your learning including supplementary information, links to internet based resources and activities which will allow you to give and gain peer support and prepare for face-to-face sessions. Student-Led Learning Will be used to enable you to: o read widely around the subject area. o work on your own personal ideas relating to the concepts and theories underpinning reflection and critical thinking. o prepare for and follow up from seminars and workshops and prepare your assessment ou are expected to access and engage with the materials that will be provided on the module SHUSpace site. ou will be able to access a range of Resources for Learning via the 'Learning Essentials' Tab on SHUSpace designed to help you develop and evaluate a wide range of key skills including writing skills, referencing, IT and problem solving skills. ASSESSMET STRATEG AD METHODS Assessment for Learning The following tasks have been designed to: support you in demonstrating your understanding of the key concepts from the module; facilitate the application and integration of the key concepts into your practice; and assist you in developing your writing tasks for the patchwork text submission: Throughout the module you will: 1. engage in peer support and supervision with the other students by reviewing and commenting on their patchwork writing tasks providing constructive feedback on how ideas have been presented and how they could be developed further; and

3 2. participate in group discussions during the workshops & seminars bringing insights from your practice experience. ASSESSMET TASK IFORMATIO Task o.* Short Description of Task SI Code EX/CW/PR Task Weighting % Word Count or Exam Duration** 1 Patchwork text CW 100% 3500 o Patchwork Text A patchwork text allows you to assemble your assignment throughout the duration of the module. The final submission will consist of: 1. An annotated bibliography 2. A critical, evaluative or analytical personal account of a piece of published writing on critical thinking and/or reflection related to empirical evidence, personal and professional contexts. 3. (Final synthesis) A retrospective summary: looking back on your various pieces of writing how would you personally sum up the relationship between critical thinking and reflection in your professional practice. 4. our choice of 2 or 3 patches from the following list: a. A reflection on a critical incident b. A personal response to a published article c. A conceptual mind-map d. A critique of a negotiated item e.g., music, art, poem, newspaper article, etc., using appropriate criteria 5. An appendix containing the remaining 1-2 patches that have not been included in the main submission. Full details and guidance will be provided in the module handbook and from the module tutors ASSESSMET CRITERIA Provide evidence within Patchwork Text that demonstrates: Clear connections between key concepts, philosophies, models and theories related to critical thinking and reflective practice so that the text forms a coherent whole. A breadth of progression in the level of the thinking about key concepts and intelligent use of theoretical frameworks and models appropriate to advancing personal understanding and health and social care practice. Provides clear rationale for the choices of focus, methods and approach to critical thinking and reflective practice with careful analyses of reason, evidence, values and beliefs, as a basis for application in the health and social care practice setting. Recognises the diverse ways in which the various concepts studied relate to wider theories in the health and social care practice setting. There is a breadth of relevant literature; links are clearly shown with other contexts and the text deals with a broad range of practical, theoretical and reflective aspects. There is an awareness of the limitations of the views expressed with a sound attempt to suggest alternative perspectives/viewpoints. There is critical Inmodule retrieval available

4 evaluation of critical thinking and reflective processes including conceptual understanding and recognition of personal strengths and weaknesses. A reasonable academic standard of presentation with appropriate use of language. The citations and references are sufficient and generally accurate and conform to SHU Harvard requirements. FEEDBACK Students will receive feedback on their performance in the following ways: Upon commencement of this module you will be provided with assessment guidelines and a copy of the assessment criteria. All information regarding assessment will be available on the blackboard site. ou will have the opportunity to meet your tutor on an individual basis and discuss and develop your ideas and assessment tasks and receive feedback in relation to this. Feedback on your assessment for learning activities both in the classroom and online settings will be provided verbally by your tutor and your peers or electronically via the module Blackboard site. ou will receive a provisional mark and feedback on your assessment tasks for this module within the standard University agreed timescale via Grade Centre on the module Blackboard site. Feedback will be in the form of a written commentary on the strengths of your work and areas in which you could improve. The feedback is aimed at promoting a continued commitment to self-directed reflection and practice development LEARIG RESOURCES (ICLUDIG READIG LISTS) BROER, S. (2011) Critical theory: a very short introduction. Oxford : Oxford University Press. COTTRELL, S. (2005) Critical thinking skills: developing effective analysis and argument. Basingstoke: Palgrave Macmillan. EIS, R. H. (1995) Critical thinking. ew Jersey: Prentice Hall. FISHER, A. (2001) Critical thinking: an introduction. Cambridge: Cambridge University Press. HALPER, D. (1989) Thought and knowledge: an introduction to critical thinking. ew Jersey: Laurence Erlbaum Associates Inc. HARRIS, R. (2001) in R. Alfara-Lefevre (2004) Critical thinking and clinical judgment; a practical approach. (3rd Ed.) Philadelphia: W. B. Saunders Company. HEDRICKSO,. (2008) The Rowan and Littlefield Handbook for Critical Thinking. Rowan and Littlefield Publishers. JOES-DEVITT AD SMITH (2007) Critical thinking in health and social care, London, Thousand Oaks, ew Delhi: Sage Publications Ltd. MOO, J.A. (2006) Learning Journals: A Handbook for Reflective Practice and Professional Development. Routledge- Falmer. PAUL, R. AD ELDER, L. (2005) Learn the tools the best thinkers use. ew Jersey: Prentice Hall. PAUL, R. W. AD HEASLIP, P. (1995) Critical thinking and intuitive nursing practice, Journal of Advanced ursing, 22: TALOR C WHITE S (2000) Practicing Reflexivity in Health and Welfare, Buckingham Open University Press

5 SECTIO 2 MODULE IFORMATIO FOR STAFF OL MODULE DELIVER AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF A CHAGES BEIG MADE EW MODULE EXISTIG MODULE - O CHAGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be January 2015 implemented MODULE DELIVER PATTER - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 01/01/ /04/2015 Course Intake 2 DD/MM/ DD/MM/ Course Intake 3 DD/MM/ DD/MM/ Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non- SHU staff, expressed as a percentage? /A MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 40% *Overall PASS / FAIL Grade *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module? If sub-tasks / activities are to be used this must be approved within the Faculty prior to approval. Sub-task / activity marks will be recorded locally and extenuating circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities. FIAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) Task o. 1

6 O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. B: on-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance notes. REVISIOS Date Sept 2014 Reason MODIFICATIOS