NSG3NRC Assignment: Clinical Reflection as a Registered Nurse

NSG3NRC: Assessment 1 Written Essay

La Trobe University

82%

This assessment task is broken up into two (2) integral and interrelated components.

Part A: Reflect and write about a situation that occurred within the healthcare setting while working as a registered nurse.

Think about a situation, interaction, experience, incident, encounter, or observation that occurred within the healthcare setting while working as a registered nurse. You can use one (1) of the reflective models (for example, Gibbs reflective model) to guide your writing or another reflection strategy, such as journaling or critical incident analysis.

Part B: Drawing on literature, identify and discuss four (4) non-technical skills (NTS) to which this clinical situation relates.

Identify, discuss and provide rationale on how each of the four (4) non-technical skills (NTS) relates to your clinical reflection and use credible, current and relevant literature to support your stance.

This assignment is challenging because it asks students to shift between personal reflection and academic analysis. Part A requires honest, first-person reflective writing grounded in a real clinical situation. Conversely, Part B shifts to a structured, evidence-based discussion of four non-technical skills linked to that same experience.

A common weakness of these assignments is imbalance. Some submissions read like journal entries with little analytical depth, while others are overly academic and lose the reflective voice entirely. High-scoring work integrates both: a clear, vivid reflection that sets context, followed by focused, literature-supported analysis showing insight into professional nursing practice.

Go beyond what happened. Explain what you thought, felt, and learned, and how the experience influenced your professional practice.

Pick four skills that clearly emerge from your reflection. Forcing weak links often leads to superficial analysis.

Referencing the Mental Capacity Act, case law, or constitutional principles should directly support your argument. Simply naming legislation without application adds little value.

Academic sources should strengthen your rationale, not overshadow your clinical insight.

Clear headings, logical sequencing, and balanced word allocation help meet rubric expectations.

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