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📝 Marking: 5AH020 Professionalism Assignment

Student Number: 2422753 | Word Count: 2,200 (slightly over 10% limit of 2,200 — worth flagging)

Learning Outcome 1 (30 pts): Analyse barriers to communication and propose suitable solutions

Criterion 1: Knowledge and Understanding of Communication Barriers

The assignment identifies a strong range of barriers: sensory (deafness), cognitive (learning disability), emotional/behavioural (distress/withdrawal), physiological (pain increasing anxiety), environmental (poor lighting, distractions), and relational (carer power imbalance). The link between these barriers and patient safety is made explicit. Reference is made to RCOSLT (2021), NHS England (2019), NICE (2021), and HCPC (2023).
Strengths: Multi-layered barrier analysis; recognises behaviour as communication; links barriers to safety consequences. Gaps: Limited depth on environmental barriers; RCOSLT (2021) citation isn't fully unpacked; some assertions are broad rather than critically analysed.
Score: 7/10 – Very Good

Criterion 2: Proposed Solutions / Strategies

The assignment proposes pausing the assessment, using visual aids/gestures, adapting the environment, involving the carer appropriately, reassurance techniques, and considering BSL/written communication. References include MCA 2005, HCPC standards, and mention of AAC tools.
Strengths: Solutions are clearly linked back to the identified barriers; person-centred framing throughout; legal grounding of the decision to pause. Gaps: Some solutions are listed rather than critically evaluated — e.g. BSL is mentioned briefly without considering practicalities (interpreter needed?); Makaton/PECS are not mentioned despite relevance for learning disability; Egan's skilled helper model is cited but not deeply applied.
Score: 7/10 – Very Good

Criterion 3: Critical Analysis / Depth

The connection between barriers is explained well (e.g. pain compounding cognitive impairment), and the shift from cooperation to distress is framed as communicative behaviour. However, the analysis stays mostly descriptive at points — solutions are proposed but not always critically weighed against alternatives.
Score: 6/10 – Good
LO1 Subtotal: 20/30

Learning Outcome 2 (30 pts): Demonstrate understanding of ethical principles and application to scenario

Criterion 1: Knowledge of Ethical Principles

All four core principles (autonomy, beneficence, non-maleficence, justice) are addressed. Dignity, consent, and supported decision-making are discussed with reference to MCA 2005. BMA toolkit cited for autonomy. Tensions between principles are acknowledged (e.g. completing assessment vs. respecting withdrawal).
Strengths: Comprehensive coverage; correct identification of ethical tensions; principle of justice linked to Equality Act 2010. Gaps: No reference to Beauchamp & Childress or any academic ethical framework by name; justice is covered via the Equality Act but the broader concept (equitable care) could be developed; contemporary ethical discourse (e.g. relational autonomy, care ethics) is absent.
Score: 7/10 – Very Good

Criterion 2: Application to Scenario

MCA 2005 is correctly applied — the two-stage test is implied, best interests and least restrictive option are mentioned. The carer's role is considered in relation to autonomy. The Equality Act 2010 is applied as a reasonable adjustments duty. Safeguarding is raised as an ethical and professional concern.
Strengths: MCA framework applied accurately and contextually; reasonable adjustments framed ethically and legally; safeguarding linked to vulnerability. Gaps: Consent vs. assent distinction is not explored; the concept of Gillick competence or equivalent adult capacity frameworks could be more explicit; best interests decision process (consulting others, least restrictive) is mentioned but not fully worked through.
Score: 7/10 – Very Good

Criterion 3: Critical Depth on Ethics

The essay recognises the tension between continuing assessment (beneficence/clinical need) and stopping (autonomy/non-maleficence), which shows good ethical reasoning. However, it doesn't critically explore what should happen if capacity is lacking in depth, or consider ethical debates around paternalism vs. supported decision-making more broadly.
Score: 6/10 – Good
LO2 Subtotal: 20/30

Learning Outcome 3 (30 pts): Evaluate legal and professional frameworks

Criterion 1: Knowledge of Legal/Professional Frameworks

MCA 2005, Equality Act 2010, HCPC Standards (2023), NICE NG96, NHS England Safeguarding, and RCOP documentation standards are all cited. Duty of care and scope of practice are addressed. SOAP notes are referenced for documentation.
Strengths: Strong range of frameworks; documentation responsibility handled well; safeguarding duty clearly articulated. Gaps: The Care Act 2014 (relevant to adult safeguarding) is not mentioned; no reference to local safeguarding adults boards or the Mental Health Act (less critical but applicable in distress scenarios); HCPC standards are cited but specific standards (e.g. Standard 2.1 on communication) are not referenced.
Score: 7/10 – Very Good

Criterion 2: Application to Scenario

HCPC standards are applied to the specific clinical actions required (adapting communication, consent, escalation, referral). The Equality Act's reasonable adjustments duty is applied practically. Documentation requirements are linked directly to the scenario events (patient withdrawal, distress, capacity discussion).
Strengths: Frameworks are applied to concrete clinical decisions; escalation and referral pathways mentioned; documentation linked to accountability and legal protection. Gaps: Slightly descriptive at times — could more explicitly evaluate how well these frameworks guide practice rather than just what they require; inter-agency working (e.g. social care, specialist LD services) could be explored.
Score: 7/10 – Very Good

Criterion 3: Critical Evaluation

The essay evaluates the frameworks as guiding safe, equitable, and responsive care. There's a reasonable attempt to link multiple frameworks together. However, the evaluation remains at the level of "these frameworks are important because..." rather than critically examining any limitations, tensions between frameworks, or debates in the literature.
Score: 6/10 – Good
LO3 Subtotal: 20/30

Additional Criteria (10 pts total)

Structure, Organisation, and Clarity (3 pts)

The essay is clearly structured with an introduction, labelled sections (barriers, ethics, legal/professional), and a conclusion. The introduction sets out aims clearly. Some paragraphs are long and could be broken up. Flow is mostly good.
Score: 2/3 – Very Good

Academic Referencing (3 pts)

Harvard referencing is used consistently and a reference list is provided. References are mostly current and relevant (2018–2026). Minor formatting inconsistencies (e.g. no spaces before brackets in in-text citations: "NHSEngland,2019"). Some sources (e.g. RCOSLT 2021) are cited but not in the reference list.
Score: 1.5/3 – Good

Academic Writing / Professionalism (2 pts)

Writing is clear and mostly formal. Some sentences are long and complex. The word count is 2,200, which is at the very top of the ±10% tolerance (maximum is 2,200 words) — this may need checking with the assignment brief.
Score: 1.5/2 – Good

Reflection / Professional Insight (2 pts)

There is implicit reflection throughout (e.g. recognising the carer dynamic, noting the clinician must work within scope). However, there is limited explicit reflective voice — the essay is largely analytical rather than reflective. A brief acknowledgement of personal learning or professional development would strengthen this.
Score: 1/2 – Adequate
Additional Criteria Subtotal: 6/10

🏆 Final Mark Summary

SectionScoreOut of
LO1: Communication Barriers2030
LO2: Ethics2030
LO3: Legal & Professional Frameworks2030
Additional Criteria610
TOTAL66100

Overall Grade: 66% — Very Good


Key Feedback Summary

What works well:
  • Comprehensive identification of barriers with good linkage to patient safety
  • Solid application of MCA 2005 and Equality Act 2010 to the scenario
  • Good range of legal/professional frameworks (HCPC, NICE, safeguarding)
  • Clear, logical structure with a strong introduction
  • Documentation responsibility is a highlight
To improve for higher marks:
  1. Move from description to critical analysis — don't just say what frameworks require, evaluate how well they address the scenario's complexity
  2. Engage with academic ethical theory — reference Beauchamp & Childress, or relational autonomy frameworks
  3. Deepen communication solutions — consider Makaton, PECS, AAC tools more specifically; critically evaluate BSL practicality
  4. Fix referencing — ensure all in-text citations appear in the reference list (RCOSLT 2021 appears missing); add spaces in citations
  5. Add explicit reflection — a sentence or two acknowledging your own professional learning would address the reflective criterion
  6. Word count — double-check the exact count; 2,200 is the maximum permitted

Can you redo it and make it 75 per cent but keep most my assignment the same

Asking for Preferences
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Your improved assignment is ready to download:

PROFESSIONALISM Improved

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Here's exactly what was changed (while keeping your voice and structure intact):

What was improved

LO1 – Communication & Solutions (~20→25pts)
  • Added Makaton symbols and PECS cards as specific AAC tools for learning disabilities
  • Critically evaluated BSL — noted that using carers/family as interpreters carries confidentiality and accuracy risks, and that a professional interpreter is preferable
  • Added a critical note about the carer's role in communication (managing that carefully rather than just "involving them")
LO2 – Ethics (~20→25pts)
  • Explicitly named Beauchamp and Childress (2019) as the source of the Four Principles (this is the foundational text markers expect)
  • Introduced relational autonomy (Mackenzie and Stoljar, 2000) — showing awareness of contemporary ethical discourse
  • Added critical discussion of the paternalism vs. autonomy tension, not just describing the principles
  • Noted that ethical principles are not hierarchical and must be weighed contextually
LO3 – Legal & Professional Frameworks (~20→25pts)
  • Added the Care Act 2014 (adult wellbeing duty, inter-agency working)
  • Critically evaluated the MCA/Equality Act gap between legislative intent and real-world delivery
  • Added reference to specialist LD services and inter-agency collaboration
Additional Criteria (~6→8pts)
  • Fixed all referencing formatting (spaces after author, consistent style)
  • Added RCOSLT to the reference list (it was missing before)
  • Added a reflective sentence in the conclusion about professional development
  • Added Beauchamp & Childress, Mackenzie & Stoljar, and Care Act 2014 to references

Mark this one critically and properly with the marking rubric and give me a mark

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Assignment Brief: Module: Podiatric Pathology Assignment: Comparative Analysis of Acute and Chronic Diseases in Podiatry: Risk Factors and Management Word Count: 2000 words (±10%) Submission Deadline: [May 5th, 2026] Assignment Overview: This essay requires you to analyse and compare a range of acute and chronic systemic diseases commonly encountered in podiatry. You will interpret relevant risk factors and justify evidence-based podiatric management plans for these conditions. Learning Outcomes Assessed: LO1: Compare and contrast the characteristics, clinical implications, and podiatric relevance of a range of acute and chronic systemic diseases commonly encountered in podiatry. LO2: Interpret a range of risk factors and rationalise their use in podiatric assessment and clinical decision-making. LO3: Justify evidence-based podiatric management plans for systemic disorders commonly encountered in podiatry clinics. Case Study Scenario: Mr Patel’s Foot Health Crisis Patient Details: • Name: Mr Rajesh Patel • Age: 67 • Background: South Asian, retired bus driver Medical History: • Type 2 Diabetes Mellitus (12 years) – HbA1c: 78 mmol/mol • Peripheral arterial disease (PAD) (diagnosed 2 years ago) • Hypertension • BMI: 32 (obese) • History of gout • Past myocardial infarction (3 years ago) • Ex-smoker (quit 5 years ago) • Lives alone with limited mobility Presenting Complaint: Mr Patel attends the podiatry clinic with a painful, swollen, and red right foot that developed rapidly over 1–2 days. He reports a small blister on the ball of the foot caused by walking barefoot indoors. He describes burning pain especially at night. Assessment Findings: • Temp: 37.9°C • Right foot swollen, warm, erythematous with inflamed blister at 1st MTPJ • Reduced monofilament and vibration sense bilaterally • Weak dorsalis pedis and posterior tibial pulses • Capillary refill >5 seconds on right foot • Non-weightbearing due to pain • Wears thin-soled slippers Assignment Tasks: Using Mr Patel’s case, write a 2000-word essay that: 1. (LO1) Compare and contrast the acute and chronic systemic diseases present or relevant to Mr Patel. Discuss their clinical features, podiatric implications, and how they interact. 2. (LO2) Identify and interpret the systemic and local risk factors affecting Mr Patel’s foot health. Explain how these influence podiatric assessment and clinical decision-making. 3. (LO3) Justify an evidence-based podiatric management plan for Mr Patel, addressing both immediate and long-term care, multidisciplinary involvement, and patient education. Assessment Criteria: • Clear differentiation of acute vs chronic systemic diseases • Comprehensive interpretation of risk factors relevant to podiatry • Well-justified, evidence-based management plan • Use of up-to-date clinical guidelines and research evidence • Academic writing quality, structure, and Harvard referencing Formatting and Submission Guidelines: • Typed, 12-point font (Arial or Calibri), double spaced • Standard margins (2.54 cm / 1 inch) • Title page with your name, student ID, word count, and essay title • Use subheadings to structure your essay • In-text citations and reference list in Harvard style (references excluded from word count) • Submit via [CANVAS] by [MAY 5th 2026] Support and Resources: • Academic writing workshops and tutorials • Clinical placement reflections (anonymised) • University library resources and databases • National guidelines (NICE, SIGN), RCOP Core Capabilities, HCPC standards Suggested Essay Title: "Managing Acute and Chronic Systemic Diseases in Podiatry: A Comparative Analysis of Risk and Evidence-Based Care" Rubric- Student ​ ​ Grade Marking criteria MARK /100 Fail (0-29%) Fail (30-39%) Sufficient (40-49%) Good (50-59%) Very good (60-69%) Excellent (70-79%) Outstanding (80-89%) Exceptional (90-100%) Introduction Demonstrates the correct use of an introduction for an assignment. (10%) No evidence to demonstrate the correct use of an introduction. 0 Insufficient evidence to demonstrate the correct use of an introduction 1 - 2 Not very detailed evidence demonstrating the correct use of an introduction. 3 - 4 Satisfactory evidence of the correct use of an introduction 5 - 6 Evidence of good understanding of the correct use of an introduction 7 - 8 Evidence of clear understanding of the correct use of an introduction 9 - 10 Feedback :- Main body Compare and contrast the acute and chronic systemic diseases present or relevant to Mr Patel. Discuss their clinical features, podiatric implications, and how they interact. (20%) (LO1) No evidence to demonstrate knowledge in the range of acute and chronic conditions that may present the symptoms in the case study. No discussion seen around different heart conditions displaying the signs and symptoms in the case study Inadequate, no evidence of independent reading and with inaccuracies or incompleteness Largely incoherent and/or lacking in logical development. 0 Insufficient evidence to demonstrate knowledge in the range of acute and chronic conditions that may present the symptoms in the case study. 1 conditions and no differential diagnosis to other medical conditions displaying the symptoms in the case study. Inadequate, no evidence of independent reading and with inaccuracies or incompleteness Largely incoherent and/or lacking in logical development. 1 - 4 Not very detailed evidence to demonstrate knowledge in the range of acute and chronic conditions that may present the symptoms in the case study. Range of 2 different conditions and a differential diagnosis to other medical conditions displaying the symptoms in the case study. Adequate but superficial, with little evidence of independent reading and with some omissions or inaccuracies. Coherent and logically developed but with some areas of weakness in terms of ambiguity and/or repetition. 5-8 Satisfactory evidence to demonstrate knowledge in the range of acute and chronic conditions that may present the symptoms in the case study. Range of 3 different conditions and a differential diagnosis to other medical conditions displaying the symptoms in the case study. Sound, adequately assimilated, with some evidence of independent reading, but lacking important detail and with occasional inaccuracies. Coherent, logical structure consistently and effectively developed. 9-12 Evidence of good to demonstrate knowledge in the range of acute and chronic conditions that may present the symptoms in the case study. Range of 4 different conditions and a differential diagnosis to other medical conditions displaying the symptoms in the case study. Extensive and detailed, mostly well assimilated, with clear evidence of independent reading. Fully coherent, logically consistent structure clearly developed. 13-16 Excellent evidence to demonstrate knowledge in the range of acute and chronic conditions that may present the symptoms in the case study. Range of 4 different conditions and a differential diagnosis to other medical conditions displaying the symptoms in the case study. Very extensive, very well assimilated and with strong evidence of independent reading. Logically sophisticated, fully coherent structure fluently developed. 17-20 Feedback :- Identify and interpret the systemic and local risk factors affecting Mr Patel’s foot health. Explain how these influence podiatric assessment and clinical decision-making. Main body (15%) (LO2) No differential diagnosis of acute and chronic conditions seen. 0 Partially identified a differential diagnosis of acute or chronic conditions. 1-5 Majority of the differential diagnoses of acute or chronic conditions seen. 4-6 All of the differential diagnoses of acute or chronic conditions are seen. 7 - 9 All the differential diagnoses of acute or chronic conditions are seen. With good detail to show extended reading 10-12 All the differential diagnoses of acute or chronic conditions are seen. With excellent detail showing a deep in depth understanding 13- 15 Feedback :- Main body Justify an evidence-based podiatric management plan for Mr Patel, addressing both immediate and long-term care, multidisciplinary involvement, and patient education. (35%) (LO3) No evidence to demonstrate an understanding of the management required for the acute or chronic pathology. Inadequate, no evidence of independent reading and with inaccuracies or incompleteness Largely incoherent and/or lacking in logical development. 0 Insufficient evidence to demonstrate an understanding of the management required for the acute or chronic pathology. Inadequate, no evidence of independent reading and with inaccuracies or incompleteness Largely incoherent and/or lacking in logical development. 1 - 7 Not very detailed evidence demonstrating an understanding of the management required for the acute and chronic pathology. Adequate but superficial, with little evidence of independent reading and with some omissions or inaccuracies. Coherent and logically developed but with some areas of weakness in terms of ambiguity and/or repetition. 8 - 14 Satisfactory evidence to demonstrate an understanding of the management required for the acute and chronic pathology. Sound, adequately assimilated, with some evidence of independent reading, but lacking important detail and with occasional inaccuracies. Coherent, logical structure consistently and effectively developed. 9 – 21 Evidence of good understanding of the management plans required for the acute and chronic pathology. Extensive and detailed, mostly well assimilated, with clear evidence of independent reading. Fully coherent, logically consistent structure clearly developed. 22 - 28 Excellent evidence of clear understanding of management plans required for the acute or chronic pathology. Very extensive, very well assimilated and with strong evidence of independent reading. Logically sophisticated, fully coherent structure fluently developed. 29 – 35 Feedback :- Conclusion Provides statements of the main conclusions (10%) No statements of the main conclusions 0 Incorrect statements of the main conclusions 1 - 2 Some attempt to give statements of the main conclusions 3 - 4 Appropriate statements of the main conclusions 5 - 6 Very good statements of the main conclusions 7 - 8 Excellent statements of the main conclusions - 10 Feedback :- References Provided as appropriate (10%) Very poorly referenced, with clear failing in accuracy, consistency, and judgement. Including near or complete absence. 0 Very poorly referenced, with clear failing in accuracy, consistency, and judgement. 1 - 2 Inconsistent in formulation of references and in decisions about when a reference is appropriate. 3 - 4 Mainly accurate and consistent, but with occasional anomalies in referencing. 5-6 Accurate, consistent, and mainly well-judged and appropriate, but possibly some omissions, and occasional misjudgement as to where a reference is necessary. 7 - 8 Accurate, consistent, well-judged, and appropriate throughout. 9 -10 Feedback :- Now write me a detailed plan for this please.

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