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2. state the importance of learning through reflection3. Use Gibbs , explain why chose Gibbs, state reason and its relevance to this assignment.4.Describe your previous knowledge about wound dressing in the simulation lab in the university* talk about hand hygiene in simulation*performing wound care on colleagues and manikin*compare ANTT technique on patient with manikin* state importance of Aseptic non touch techniques techniques*Also include your previous knowledge , thoughts, and skills about wound dressing.5. Analyse the application of your skill in the practice environment. How did simulation in the skills labs enhance your preparation6. Discuss your feelings in the actual acts as you go through the process .7. Discuss how the experience will contribute to your ongoing and future development* how you self reflected*comments from patients*feedback from mentor8. Use current evidences for the assignment i.e books, journals, peer review, internet sources.9. Use theoreticals skills from UK based papers and guidelines i.e NICE and NMC to design the description of how the skills was taught theoretically in skills lab and how it is been done in practices.10. Assignment should focus more on your reflection and examination of your learning development through both simulation and actual experience rather than technical evaluation of the particular skills.11.Please use theoretical skills from UK based papers and guidelines i.e NICE and NMC to design the description of how the skills was thought theoretically in the skills lab then add how it is been done in practice/ placement to the patient. Please use UK based literature.12.Using current evidences reflect upon how your understanding has developed and how you have transferred this into your practice during this first placement. The emphasis of this assignment should focus on your reflection and examination of your learning development through both simulation and actual experience rather than be a technical evaluation of the particular skill- please look at the learning activity from simulation ( different ways of teaching styles, role play, videoing, peer/self-reflection, theory, SDL) and feedback. In practice, how did you learn- real patient, mentor, supervision, feedback and self-reflection and others.13.You must employ a recognised reflective model to guide your reflection and structure your work. Guide your reader in how you apply the chosen reflective model in your essay. Please include a copy of your chosen reflection model in your appendix. Explore your rationale of choosing this model and define what reflection is?14. Demonstrate a deep knowledge and understanding which underpins safe care in reflective practice15. Engage confidently in academic and professional communication reporting on action clearly, autonomously and competently in order to deliver patient individualised care16.Integrate knowledge; understand professional values and skills as required in the NMC code (2015) to complete the practice assessment documents in the practice setting.17.You must employ a recognised reflective model to guide your reflection and structure your work. Please include a copy of your chosen reflection model in your appendix. Please refer to PowerPoint presentation on reflection model under assignment folder for further information18.Your reflection must consist of the following four elements:• Analyse your previous knowledge, thoughts and feelings of your initial preparations for the skill identify.• The impact of simulation in the Skills lab upon your preparation• Your application of the skill in the practice environment.You should also discuss how this experience will contribute to your ongoing and future1. Introduction, Main content and Overall Conclusion- no subheading2. Layout – Arial, Font size 12, Double spacing, Justify,3. Read the confidentially policy, extension policy and mitigation policy4. Reference list5. AppendixGENERIC ASSESSMENT CRITERIA Society & Health: LEVEL 7A(85-100%) (70%-84%) B(60-69%) C(50-59%) D(40-49%) E(34-39%) F(33% – 0%)Level 7 Criteria >8.5 7-8.4 6-6.9 5-5.9 4-4.9 3.4-3.9 <3.4 1. Presentation 10 All work should be presented to a high level. Work must be appropriately structured and demonstrate fluent articulation and clarity of expression. Spelling and grammar must be correct Within the word limit Word count declared All work should be presented to a high level. Work must be appropriately structured and demonstrate fluent articulation and clarity of expression. Spelling and grammar must be correct Within the word limit Word count declared Demonstrates exceptional academic writing style for this level of work Work is clearly presented and grammatically correct with no spelling errors Demonstrates fluent articulation and clarity of expression Within the word limit Word count declared Work is clearly presented, fluent and grammatically correct Thoughts and ideas are clearly expressed Within the word limit Word count declared Work is clearly presented. Minimal errors in grammar and spelling Thoughts and ideas are clearly expressed Within the word limit Word count declared Some inconsistencies in the standard of presentation. Minimal errors in grammar and spelling. Meaning apparent but not always clearly expressed Within the word limit Word count declared Work is poorly presented and/or marred by errors affecting comprehensibility Inadequate proof reading. Length not within required limits Word count declared >12.7 12.6-10.5 9-10.4 7.5-8.9 6-7.4 5.1-5.9 <5.1 2. References 15 The Harvard system must be used consistently and accurately throughout the work. It is expected that students will demonstrate a range of reading appropriate to the topic and the academic level. Although difficult to prescribe, it is anticipated that students will draw on a range of literature, and other forms of evidence, using this to extend perspectives and elaborate on current thinking. The Harvard system must be used consistently and accurately throughout the work. It is expected that students will demonstrate a range of reading appropriate to the topic and the academic level. Although difficult to prescribe, it is anticipated that students will draw on a range of literature, and other forms of evidence, using this to extend perspectives and elaborate on current thinking. Able to extrapolate from a diverse range of evidence. Harvard System used consistently and accurately. Wide range of reading evident and utilised appropriately throughout the work. Harvard System used consistently and accurately. Wide range of reading evident and utilised appropriately for the majority of the work. Harvard System used consistently and accurately in the majority of the work. Some evidence of wide reading within the work. Harvard System used with minimal errors in referencing evident. Some evidence of wide reading to support parts of the discussion. Harvard System used but referencing incomplete and multiple errors evident. References not always utilised appropriately to support the work. Limited evidence of wide reading to support discussion. . 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