Understanding and application of clinical reasoning cycle
CNA152: Health Assessment 1 Assessment Task 2B – Clinical reasoning report (40%)
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Objective/Criteria Performance Indicators HD DN CR PP NN
1. Consider the patient situation and collect cues/information • Demonstrate a
beginner’s level understanding and application of clinical reasoning cycle.
5 marks
• Forms an initial impression about what might be occurring at the time.
• Correctly determines all cues that are relevant to collect from the patient scenario.
• Differentiates between subjective and objective cues.
• Correctly identifies all subjective and objective cues.
• Forms an initial impression about what might be occurring at the time.
• Determines most cues that are relevant to collect from the patient scenario.
• Correctly identifies most subjective and objective cues.
• Forms an initial impression about what might be occurring at the time.
• Determines many cues which are relevant to collect from the patient scenario.
• Correctly identifies many subjective and objective cues.
• Forms an initial impression about what might be occurring at the time.
• Determines some cues that are relevant to collect from the patient scenario.
• Correctly identifies some subjective and objective cues.
• Does not develop an initial impression of the person in the case.
• Lists cues provided in the case but cannot determine which cues are relevant to collect from the patient scenario.
• Does not identify or incorrectly identifies subjective and objective cues.
2. Process information • Demonstrate a
beginner’s level understanding and application of clinical reasoning cycle, and
• able to apply relevant knowledge to demonstrate a clear understanding of the assessment findings in relation to the patient’s context.
20 marks
• Identifies all relevant normal and abnormal cues.
• Analyses the cues that have been collected.
• Narrows down all the important information about the cues collected.
• Demonstrates an outstanding understanding of the assessment findings and patient’s condition in relation to the principles of anatomy and physiology.
• Compares the current situation to the previous situation including patient’s past history.
• Forms a logical opinion about what the patient is experiencing.
• Identifies all relevant normal and abnormal cues.
• Analyses some of the cues that have been collected.
• Narrows down most of the important information about the cues collected.
• Demonstrates an understanding of the assessment findings and patient’s condition in relation to the principles of anatomy and physiology.
• Compares the current situation to the previous situation.
• Forms a logical opinion about what the patient is experiencing.
• Identifies most normal and abnormal cues.
• Narrows down some important information about the cues collected.
• Demonstrates some understanding of the assessment findings in relation to the principles of anatomy and physiology.
• Compares the current situation to the previous situation.
• Attempts to form a logical opinion about what the patient is experiencing.
• Identifies some normal and abnormal cues.
• Demonstrates a limited understanding of the assessment findings in relation to the principles of anatomy and physiology.
• Some attempt at comparing the current situation to the previous situation.
• Forms a limited logical opinion about what the patient is experiencing.
• Does not identify normal or abnormal cues.
• Narrowing down of important cues has not occurred.
• Does not demonstrate an understanding of the assessment findings in relation to the principles of anatomy and physiology.
• No comparison of the current or previous situation.
• No logical opinion is formed.
CNA152: Health Assessment 1 Assessment Task 2B – Clinical reasoning report (40%)
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3. Critically reflect, at a beginner’s level, on your skills performance, using scholarly sources to support your reflection. 10 marks
• Demonstrates comprehensive reflection and insight.
• Identifies one strength during the skills assessment and briefly explains why this promotes a positive patient outcome.
• Identifies one aspect of your practice for improvement and explains: a) what you should do differently next time, and b) why this is important for promoting a positive patient outcome.
• Outlines one course of action for improving this aspect of your practice with relevant connections to the current literature.
• Demonstrates solid reflection and insight throughout.
• Identifies one strength during the skills assessment and briefly explains why this promotes a positive patient outcome.
• Identifies one aspect of your practice for improvement and explains: a) what you should do differently next time, and b) why this is important for promoting a positive patient outcome.
• Outlines one course of action for improving this aspect of your practice with some connections to the current literature.
• Demonstrates some reflection and insight throughout.
• Identifies one strength during the skills assessment and briefly explains why this promotes a positive patient outcome.
• Identifies one aspect of your practice for improvement and explains what you should do differently next time.
• Outlines one course of action for improving this aspect of your practice with limited connections to the current literature.
• The reflection is mostly a description of the learning experience but some attempt to provide justification for events or actions which have happened.
• Identifies one strength during the skills assessment and briefly explains why this promotes a positive patient outcome.
• Identifies one aspect of your practice for improvement and briefly explains what you should do differently next time.
• Outlines one course of action for improving this aspect of your practice.
• The reflection provides a description of the skills performance only.
• The reflection does not identify any actions or identifies irrelevant actions to improve the situation (the practical skills).
4. Writes in a structured, succinct and well informed manner with references to appropriate academic literature, current research and evidence- based clinical practice guidelines. Using correct Harvard referencing style 5 marks
• A high level of academic writing with strong evidence of planning.
• The paper is exceptionally logical, insightful and balanced and is consistently expressed in a clear and fluent manner.
• Accurately references all sources using the Harvard style.
• Academic writing with strong evidence of planning.
• The paper is logical and balanced and expressed in a clear and fluent manner.
• Accurately references the majority sources using the Harvard style
• Academic writing with clear evidence of planning with a logical flow.
• Discussion is generally expressed in a clear and fluent manner.
• Accurately references the majority sources using the Harvard style.
• Academic writing using coherent and partly cohesive expression.
• Semi-structured using some academic literature to support the paper.
• Accurately references most sources using the Harvard style.
• Multiple punctuation, sentence structure and formatting errors which impact on readability.
• Non-academic sources are utilised. • Inaccurate referencing style or
does not use the Harvard style. • Uses few or no references to
support work.
