In recent years, reflection and reflective practice have become well-known term with in the health care arena. They are words that have been debated and discussed with in the health care setting (Tony and Sue 2006). Reflective practice is essential for nurses, as nurses are responsible for providing care to the best of their ability to patients and their families (NMC, 2008). Reid (1993) states reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice. Johns (1995) notes that reflection enables practitioners to assess, understand and learn through their experience. Reflective practice, therefore, offers nurses an opportunity to review their decisions and evaluate learning to learn from past lessons and positively influence practice in the future.
I have chosen Gibbs reflective model (1998) as my model. Gibbs model incorporates all the core skills of reflection. Arguably it is focused on reflection on action, but with practice it could be used to focus on reflection ‘in’ and ‘before’ action.
Description of experience:
During the placement in mental health ward, the student nurse observed the administration of subcutaneous insulin, which the student nurse never done it during the previous placements. Initial discussion of diabetic disease condition and insulin administration procedure were felicitated; because of the student nurse did not prepare adequately, made me to discuss with the student nurse about the diabetic disease and importance of insulin administration in depth.
During the procedure the he emphasized that, in other wards the patient themselves administer insulin with the help of insulin pen. I explained the accuracy and ...
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...vities to support learning and assessment. Subsequently, regular up dates are important to inform mentors of developments in the curriculum and the assessment process (Stuart 2003).
Action plans:
Carefully planned and effective sessions can lead to higher morale among students, with concomitant lowering anxiety (McClure 2002). The above reflective practice, as a student mentor, I realised the importance of student – mentor relationship in the basis of creating learning environment. I think, the feed back was very useful for the development of teaching skills and decided to plan more teaching sessions with adequate preparation in the future. Gibbs model was effective to identify and solve the issues aroused during and after the session and I wish to continue to use this reflective model again in the future to improve my professional and teaching skills.
As part of my HNC study, I will look to define and discuss the importance of reflection. I will be using a variety of sources such as books, web pages, articles and journals in order to gather information. Which in return will allow me to explain why reflection is of such importance.
Although the flow chart is straight forward and easy to follow, nurses often use nursing wisdom, which is based on their knowledge and experience (McGonigle & Mastrian, 2012). For example, rather than giving orange juice or one tube of glucose gel and rechecking a patient’s blood glucose in 15 minutes, nurses may wait for a breakfast tray to arrive and recheck a patient’s blood glucose after breakfast. Possible risks include a patient not eating his or her breakfast and their blood sugar continuing to drop. Possible benefits are a patient eats his or her breakfast and his or her blood sugar returns to normal. However, there are applications in the computer where a diabetic educator is able to view when a patient had a low blood sugar and it was not rechecked in a timely manner to ensure that the blood glucose returned to normal. Managers are often being talked to by diabetic educators, because nursing staff at times decide to use their own judgment when treating low blood sugars rather than following the hospital protocol and then nurses are forced to explain their decisions. Thus, the importance of documenting and ensuring a patient’s blood glucose has returned to normal, even though the flow chart was not implemented is often emphasized.
A suggestion made by Schon (1991) states that there are two fundamental forms of reflection: reflection-on-action and reflection-in-action. He further defined Reflection-in-action as a means of examining one’s own behaviour and that of others while in a situation (Schon, 1995, 1987). However, Grant and Greene (2001) and Revans (1998), defined reflection-on-action as focusing on identifying negative aspects of personal behaviour with a view to improving professional comp...
Burns, S. Bulman, C. Palmer, A. (1997) Reflective Practice in Nursing - The growth of the professional practitioner. London: Blackwell Science.
Rolfe (2001) claims that reflection- in-action is more advanced form of thinking and leads to more advanced practice. He further describes that is it is a process of what the nurse is always testing theories and hypothesis in a cyclical process while simultaneously engaged in practice (Rolfe, 1993). It means examining behaviour and that of others while in a situation (Schon, 1995; Schon, 1987). “To be able to reflect one must step outside the experience in order to make the observance comprehendible” Gray (1998). “Aziza highlighted (Forum 2; Challenges and debates about reflective practice, Reflection-in-action/practice and Reflection-on-action/practice) that competent nurses encounter an unusual event or “wicked problem”. Rolfe (2014), calls it, the nurse automatically analyse, problem solve and reflects in that instant without even realising it.” Hence, it brings about confidence, skills and knowledge and anticipation in professionals in nursing. Professionals are accountable for their actions and in this case students, and new nurses would have an opportunity to think what could have been better to improve the
The intention of this written essay is to demonstrate an understanding of my views on reflection and the issues surrounding reflective practice. It is based on nursing skills that I used during my practice placement, most importantly reflecting on the professional value of privacy and dignity.
...adjusted at any time if needed. Needles are never fun and the thought of having to be stuck by one every day may be horrifying to some, but have no fear there is but one more option. A patient may opt out of injections, if ok by doctor, and take the oral medications. The oral medication, that is prescribed, helps stimulate the pancreas so that it will produce and release insulin on its own. Although, there are many different options to manage diabetes the use of any of these techniques must first be okayed by the patient’s primary doctor.
There are many reflective models that I could have used, including Johns (2004), Driscoll (2000), Atkins and Murphy (1994), Kolb’s (1984), and Gibbs (1988). I decided to utilize the Gibbs (1988) model as a framework, because it focuses on different aspects of an experience and allows the learner to revisit the event fully. By contemplating it thus, I am able to appreciate it and be guided to where future development work is required.
Within 30 minutes of teaching lesson, the patient will be able to injection insulin properly. The patient will be able to perform self-monitoring of blood glucose using a blood gl...
Middleton, J. (2004). A Practical To Promote Reflective Practice Within Nursing .Retrieved March 31, 2004 from www.nursingtimes.net.
The insulin was taken through prehistoric syringes. Today one has a wide variety of different ways to take insulin, ranging from numerous pens to pumps and state of the art glucose metres. Thanks to innovative scientists, this constantly improving technology not only ensures one’s life but also makes this disease easier to manage and more bearable.
Especially since nurses in the course of their day-to-day work need to be able to act autonomously and make appropriate clinical judgements (9). Reflection can be of value in making sense of difficult situations, as it allows one to clarify the situation for themselves and the outcome is to have a changed perspective which enables the nurses to improve his or her clinical judgement (2). Thus why, it is imperative nurses engage in lifelong reflection which recognises its value for professional growth and development and improvement in the quality of patient care (7). The Gibb’s model of reflection, for example is a great tool that nurses can use daily to help improve these skills.
In conclusion, this activity has expanded my awareness of the importance of theories in practice as well as developing new skills and learning how to evaluate my work through use of a reflective model.
Learning the art of reflecting while an activity is taking place, or after it, is a skill that requires several steps of progression. Ultimately understanding the process of reflection can help coaches refine their coaching strategies and incorporate those strategies at each stage (becoming a better coach through reflective practice, 2016).
One of the clinical skills which I become competent in during my clinical placement is bed washing a patient. I had little or no knowledge of how to wash a patient in a hospital before and this training has provided me an ample opportunity to learn this skill. The reflective model I have chosen to describe my essay is Gibbs model (Gibbs 1998).Gibbs model of reflection is one of the most popular models of reflection and divided into six step process of reflective cycles. These are incorporates in the following: Description of the event, feelings, evaluation, analysis, conclusion, and action plan. I would use this model to describe my essay while relating the theory to the practice.