Future Clinical Practice

How will this learning influence my future clinical practice?

The role of nursing is rapidly changing and significantly, nurses expected to process patient data, carry out research and keep abreast of technological advances. Current pressures on the healthcare system is our ageing population impacting on mortality and morbidity rates, as well as diminished staffing levels and rising patient demand. There is need for Nurses to be highly trained, knowledgeable and acquire the ability to critically think. It is central to, exceedingly knowledgeable nurses, leads to better patient care. I will use is the need to regularly modernise the knowledge and skills of written communication throughout the nursing programme. It is also essential to develop

Nurses, are encouraged and required to undertake continuing professional development (CPD) to validate their fitness to practice. Also, showing if they have the required skills to fulfil their role, in providing the best standard of care (Nursing and Midwifery Council (NMC), 2013). I attend conferences, make use of study days and keep journals to feed my professional knowledge. Reflecting in my portfolio gives me the opportunity to log and reflect on my ongoing development for future practice. Reflective practice helps nurses to focus on their knowledge, skills and behaviour to ensure that they are able to meet the demands made on them by this commitment. Another usual reflective tool for future clinical practice, is part of the requirement for nurses to constantly to update professional skills. Taking part of research is best practice, which is key to learning and building upon my evidence-based knowledge. I will develop this learning after the module, by firstly making reference to models of communication used to identify the different types of communication

The use of a reflective model uses questions to provide a structure and guide for the process (Siviter, 2008, Pp. 121-139). There are numerous reflective models that I may use as a nursing professional, for example, Gibb's Reflective Cycle (1988) and Luft’s Johari Window Cycle (1955). I can apply the Gibbs's reflective cycle, 1988), as nurses must engage in the process of reflecting on how communication skills are utilised in practice. Gibb's model (Appendix A.) consists of six stages per cycle, guide a various questions, providing a structure for reflection on an experience. The first stage of the process is a descriptive account of the situation; what happened, Followed by an analysis of thoughts and feelings in the second stage; what were your thoughts and feelings. The third and fourth stages involve an evaluation of the situation, what was good and/or bad about the experience and an analysis allowing us to make sense of the situation. The last two stages are the conclusion of the situation, what else could have been done and finally an action plan to prepare for similar situations, which may arise in the future (Gibbs 1988).I could also apply the ‘Johari window’ model, used to expand the ‘open area’, without exposing information deemed to be personal. The open area concept, is based on the more people know about an individual the more they are likely to be more productive,