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Develop an educational leaflet and associated reflective report.



Word limit

1000 words (please note the word limit policy). Plus an appendix of up to 250 words and the educational leaflet of up to 250 words.

Weighting     20% of your overall assessment score

You are required to comply with the word limits on your assignments, and to follow the guidance on referencing and plagiarism in the HWSC assessment guidance.

TMA01 question

Develop an educational leaflet and associated reflective report.

Identify one family member from either EBL1 or EBL2 and develop an educational leaflet focused on an area of health practice relevant to their identified needs.

Using Borton’s (1970) framework, write a reflective report of the learning you gained during development of the educational leaflet.



Before you begin work on this assignment, re-read the section in EBL1 and EBL2 that is most relevant to the focus of your TMA. You should choose an area of practice that is relevant to the family member in the EBL activity and to your field of practice.


The leaflet must:

be visually A4 size (21 x 29.7 cm) (maximum two pages) contain no more than 250 words (font size 14)

be clearly titled

have a specific target audience in mind (identified in the rationale (submitted as an appendix to the reflective report))

be accessible to that target audience

concentrate on the subject matter which is to be informative/educational contain content which relates to the module themes

contain an introduction to theme topic and conclusion

contain diagrams, graphics or images to enhance the visual impact of the leaflet (citations for all materials presented must be included on the leaflet)

demonstrate accuracy of information demonstrate currency of research

maintain confidentiality (you should ensure that the information is made anonymous, for example by changing or removing names of people, agencies and places)

include 4-6 citations for photographs, diagrams or text (references are presented in the reference list submitted in the reflective report document).

Your leaflet can:

use arrows or numbers to guide the reader through the leaflet in a logical sequence.

You are not being assessed for your artistic ability, but a good impression and presentation will count.

Your leaflet MUST NOT be implemented in clinical practice. Implementation of the leaflet is considered an example of unsafe practice, see the Assessment Guide for further information.

Key sources

Your practice supervisor/assessor, your tutor and module materials.

NHS England (2016) Accessible Information Standard

NHS England (2018) Guide to making information accessible for people with a learning disability

Office for Disability Issues and Department for Work and Pensions (2014) Guidance: Inclusive communication

Reflective report

The word limit of this assignment is quite low and therefore you will be required to be concise in your efforts to demonstrate the depth of analysis required at this academic level.

Select an experience that occurred while you developed the educational leaflet and taught you something important.

Start by stating the purpose of the report (Introduction). Provide a concise description of the experience (What?).

Proceed with analysis and evaluation of the experience (So what?).

Consider what you would do differently in the future and why, as a result of what you have learned and the implications on, and for, future practice and conclude with an action plan for the future (Now what?).

In a reflective report it is acceptable to write in the first person (using ‘I’).

Present your references in a reference list.

Your report must:

be based on your own experience as you developed the educational leaflet refer to your own experience, not an observation of others

involve open and honest reflection on the development of the leaflet and what you have learned from it that will inform your future practice

use Borton’s (1970) ‘What?, So what?, Now what?’ framework. Include your rational for the focus of the education leaflet (250 words maximum) as an appendix, to provide the context of your reflection.

Ensure that you:

include references to module materials and additional sources of evidence to support your reflection and discussion

maintain confidentiality.

Remember to do a short plan of your work before you start. It should include an outline of Borton’s (1970) framework, carefully familiarising yourself with the three questions: ‘What?’, ‘So what?’, and ‘Now what?’ Make sure you fully understand the questions as this will guide your writing and help you to take a structured approach to the reflection process.

Borton’s framework is structured by these three questions:

What? – Briefly describe the experience.

So what? – Review your learning in relation to your development of the education leaflet. What were the strengths and limitations of your approach? On reflection, are there different skills or approaches that you would use instead, and why?

Now what? – How will you take this learning forward to improve and develop your practice in terms of communication?

When you have completed TMA01, review the plan that you produced at the start of the TMA and identify if you have achieved what you had set out to do.

Key sources

Your practice supervisor/assessor, your tutor and module materials.

Submitting your work

Submit both files together in a zipped file.

Your leaflet must be saved and submitted as a .png, .jpg or .pdf digital image file.

Your reflective report must be saved and submitted as a .docx or .odt document file.

Learning outcomes

You should consider these learning outcomes when planning and writing your TMA, although you do not need to refer specifically to each one:

Knowledge and understanding

KU1 Demonstrate your understanding of values, concepts and theories of nursing, health and social care.

KU2 Be able to identify care pathways used in a variety of acute care episodes aligned with the effects of altered physiology, illness and disease on body systems

KU3 Recognise how pharmacology impacts upon body systems using tools of assessment, outcome risk, reporting and recording.

Cognitive skills

CS1 Demonstrate how to critique evidence from multiple sources of research and practice.

CS2 Show how evidence-based knowledge informs nursing and healthcare interventions.

CS3 Demonstrate the ability to compare different lines of evidence, appreciating that ambiguity and uncertainty may exist when determining best practices.

Key skills

KS1 Use appropriate knowledge, digital skills and techniques to formulate evidence-based arguments applied within your field of practice.

KS2 Collect, process, analyse and present data through learning groups, drawing on skills learning across the qualification to confidently integrate appropriate qualitative and quantitative evidence sources to inform practice.

KS3 Communicate information accurately using written, digital, visual and oral forms in a style and language appropriate to your purpose and audience.

KS4 Confidently use digital and information literacy tools and resources effectively to locate, use, analyse and communicate information and other data sources.

Practical and/or professional skills

PPS1 Think critically when applying evidence and drawing on experience to make evidence informed decisions in all situations (Competence 1.8 NMC (2018) Future Nurse: Standards of proficiency).

PPS3 Promote non-discriminatory, person-centred and sensitive care at all times, reflecting on people’s values and beliefs, diverse backgrounds, cultural characteristics, language requirements, needs and preferences… (Competence 1.14 NMC (2018) Future Nurse: Standards of proficiency).


Borton, T. (1970) Reach, Touch and Teach: Student Concerns and Process Education. New York: McGraw-Hill.

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