Work-integrated learning (WIL) allows you to take what you have been learning at AUT and other parts of your life and apply these in a public health/health promotion related workplace setting. WIL is also an opportunity for you to observe, listen and inquire about how and why your placement organisation collaborate with other organisations, how the staff network with other agency staff, how the organisation applies the values set out in this assessment, what processes are used to help staff reflect and improve what they do and to reflect on your practices, how they can be improved, what you have learnt through your placement, and who you need to thank. You might discover a ‘gap’ between what your teachers have said and the workplace practice. If so, we encourage you to write a reflection about the gap and share that with your learning group. We will discuss this in class.
Portfolio Assessment Guidance
This assignment invites you to prepare a written portfolio related to your placement. The topics are set out below, along with a suggested length for each topic in the assignment. Please note that the pages numbers are guidelines, not tramlines. You may write more or less on the topics while keeping to the ten-page limit. You may insert small images/diagrams to illustrate examples. Alternatively, you may place images in an appendix to have more space for text. Remember that the keywords in the learning outcomes require you to critically reflect, analyse, and evaluate. Simply describing an example is not sufficient. For instance, you also need to include your view about whether the collaborative relationships were effective and why you think this.
|Cover Page||Course Number & Name. Your Name, Assessment Title|
|Title||‘Work Integrated Learning: My placement with [Name of organisation]|
|Length||Maximum 10 pages. These exclude your action plan, which is to be attached, references, and any appendices.|
|Font size, margins||See AUT guidance|
THE PLACEMENT WAS IN : https://www.pgf.nz/
|Topic||Focus||This relates to:||Suggested Pages length|
|My organisation||This is about your placement organisation Why I chose this organisation What did my placement involve? (An overview) Who is my supervisor?||Your organisation Yourself||1 page|
|LO1 Critically analyse the effectiveness of collaborative relationships and networks in relation to your host agency/organisation||(What does critically analyse require you to do?) Define collaborative relationships Illustrate this by using no less than two specific and different examples of collaborative relationships Define networks Illustrate this by using no less than two specific and different examples of networks||Primarily to your organisation||1page|
|LO2 Evaluate the application of health values in your host agency/organisation||(What does evaluate require you to do? What are values?) See New Zealand Public Health Association values below**. Use the listed values, explain each value, and provide 2 specific and different examples illustrating each value.||Primarily to your organisation||1.5 pages|
|LO3 Critically reflect on your practice during the learning practicum||(What does critically reflect mean?) See the critical reflection framework below. Use that framework and write one critical reflection for each week set out below. *||Primarily to you and your practice||5 pages|
|L04 Integrate and critique scholarship relevant to your practicum work||Write a concise critique of the literature about the evidence that supports or could strengthen the project, service, or initiative you were involved in at your placement organisation.||Your project, service or initiative||1.5 page|
|LO5 Present work at the appropriate academic standard||Meet the academic standard for written work We encourage you to reflect on what makes an interesting portfolio,||Integrity Quality writing|
22 HPRM702/1M A critical reflection framework *
‘Critical reflection is an extension of “critical thinking”. It asks us to think about our practice and ideas, and then it challenges us to step back and examine our thinking by asking probing questions. It asks us to delve into the past and look at the present and speculate about the future and act.’
Action: Complete a critical reflection using the steps below for each week you are on placement with your agency until you have completed 150 hours. (Usually, this will be the semester weeks 1-11 and the 2-week break – so you will have 13 reflections, and they do not need to be lengthy.
Portfolio Prompts for a critical self-reflection framework
- What happened?
Briefly describe an experience, incident or event related to your placement. For example, explain what happened, who was involved, where and when, and why you think it happened.
Example: I was already worried that I might be late for my placement day in central Auckland because the traffic is a nightmare. I left 20 minutes early. Sure enough, there was a crash on the motorway, and I was late by 20 minutes. I went to phone my supervisor, and my phone died.
- So what – what might this mean?
Here you are ‘sense-making’ – making sense of what happened. For example, why is this event significant to you. What emotions did you experience before, during and after the event? What did you do after the event? What is your position/view about what happened?
Example: This was like my worst nightmare happened! I hate being late, and I wanted to show that I was reliable and responsible from my first day. I felt annoyed when I saw the car crash. I felt whakamaa when I walked into the agency and saw my supervisor. I asked to talk with my supervisor, I apologised. I felt a bit better after my supervisor said she understood Auckland traffic. I noticed that she rolled her eyes about the traffic. I assume she does know what the traffic is like
- Now what?
Here you are making connections from that event to future actions. For example, what would you do differently / the same next time? Why? What are key points, lessons learnt to share with your colleagues, network and/or group outside the network? How will you do this?
Example: I cannot stop car accidents on the motorway, but I will put a spare charger in my car so that I have a phone that works, and I can ring my agency if I am going to be late. I will share my experience with my class Learning Group and see if they have a spare charger in their cars.
Action: at the end of your reflections, write an overall reflection about your placement.
How would you sum up your placement experience?
What has been the significance of your critical reflection writing experience, and what emotions were often involved?
What three key lessons do you want to share with your peers regarding what you have learnt about your practice throughout your placement?
Portfolio: My placement was thought-provoking and rewarding because I had a chance to get my hands dirty – theory to practice. At first, it was a bit annoying writing a reflection each week, but I set aside 30 minutes each week to write my reflection. I was pleased with doing that because I created a routine and completed all my reflections. I wondered what my teacher would say, but she always says that the best I can be is myself, so I decided to write as I wanted to, rather than if it was an academic exercise. This exercise has helped me think more deeply about what and why I do things and how I can constantly improve what I do. It is a valuable tool that I can keep in my kete. My 3 lessons took ages to sort out because there were more than 3.
- I am more reflective of my placement practice and my personal life. This is good because I do want to keep improving and learning.
- I stepped outside my comfort zone. I went rock climbing with the team even though I was scared of heights. I learned that I could take risks with support in a trusting environment.
- I observed a difference between what the agency says about Te Tiriti o Waitangi and its practice. Even though I am a student on placement, I put forward a suggestion about a Te Tiriti ‘practice training day’, and my supervisor will organise it. I learned that I need to be courageous sometimes.
This year, we draw on the values of the New Zealand Public Health Association for learning outcome two and your assessments. Please use these values. The PHA values are:
|1||Tautoko||Respect must be shown for the rights of all people.|
|2||Manaakitanga||Equity of outcomes is to be achieved by equal treatment of people in the same situation (with unequal treatment of people who are in unequal situations).|
|3||Kotahitanga||Collective action and solidarity is needed at all levels of society (national and local government, iwi, hapu, local communities, whānau, families, and individuals) for collective good.|
|4||Mātauranga||Decisions should be made on the best available evidence; when that evidence is limited the precautionary principle should apply and evidence should be progressively gathered.|
|5||Matatika||Integrity, honesty, openness, transparency.|
Portfolio Learning outcomes assessed
This assessment task relates to the following learning outcomes: LO1, LO2, LO3, LO4 and LO6
4 pm 19 October
Portfolio Marking and Feedback
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