Reflection on Radiography Practice Placement
The purpose of this essay is to discuss my experiences during my 2nd Semester of practice placements in both conventional and specialist departments. I will do this using my chosen model of reflection. This will allow me to explore and evaluate my feelings and thoughts that I have had during my practical placements and to draw conclusions as to how this information can help me in my professional development.
I will discuss my experiences in 2 sections, the first section concentrates on my placement time spent in the General Department of my training hospital and the second section will look at my time in a specialist department namely a Neuro-Imaging Department where I was observing specialist procedures for the first time. The two incidents I will be reflecting upon will refer to the patients as Mr. B and Baby W to maintain patient confidentiality, as stated in the Radiography Statements of Professional Conduct (2002).
To approach this essay reflectively, it is necessary to choose an appropriate model for reflection. Various reflective models are proposed in literature such as John’s Model for Structured Reflection which utilizes reflection based on student and supervisor collaboration. Another is Rolf’s Framework for reflective practice which allows the student to reflect independently. (Johns, 1995; Gibbs, 1998). While these two model’s are recognised and accepted throughout the health care industry, the most widely represented reflective model is that provided by Dr. Graham Gibbs (Gibbs 1998). Specifically, stage one of Gibb’s Reflective Cycle describes the event, stage two required the student to analyse their feelings surrounding the event, stage three evaluates the pros ...
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... cultural issues that may present in more threatening situations where communication with the patient and/or their family would prove essential for the radiographic procedure, e.g. if I was working out of hours in accident and emergency when speed and accuracy of examinations are of huge importance. I was not equipped for this situation and believe the potential existed for compromised health care. Also, my immediate reaction was to seek the help of other radiographic staff members for assistance, but I chose not to as I feared in the busy environment that they might lose their tempers and add to my fears and insecurities.
What sense could I make of the situation?
Overall, I was forced to rely on a combination of instinct and reliance on both course knowledge for proper chest x-ray protocol as well as what I had learned so far relative to the specific equipmen
I will be using the Gibbs, G. (1988) model of reflection to reflect upon for this essay, as this six stage cycle will guide me through the process of description to the action plan, as I find myself to be an active/reflective learner and feel that I can relate to, and learn something that is of value to my practice, and future career and lifelong learning skills through this model of reflection. Throughout this reflective account I will refer to the patient as Mr X, in order to respect confidentiality and maintain his anonymity (NMC) (2008), and local trust policies and guidelines (2009).
... used a broad and a variety of literature review but looking on the reference list some of the literature is ten or more than ten years old which in this case cannot give enough support to the study, however Booth (2007) explain the factors that might affect communication in radiography and she gives some suggestion of how this problems might be solved. She does discuss the study clinical relevance and recommendation for further studies is stated. Overall the study can be categorised as a good qualitative study with a few pitfalls and also researcher is well informed and organised in conducting a qualitative study, the present article has a little value in radiography and probably further studies in this matter can give different results in relation to radiographer’s communication with the patients. The actual findings are not applicable to Evidence Based Practice.
The purpose of this Reflective assignment is to demonstrate how the application of the Registered Nurses standards for practise (2016) can be used in reflective practise. The Registered Nurses standards of Practise (2016) states that RN’s should develop their practise through reflecting on experiences, knowledge, actions, their feelings and beliefs and recognise how these factors shape professional practise(RNSP, 1.2).Reflection allows individuals to look back on their day-to-day situations and how they made us react and feel; what we would change if we had the chance, to create a different outcome; and what we would do next time to enhance the way we conduct ourselves in a professional manner.
Within the field of radiology, there are: (1) radiologists who are physicians specializing in interpreting diagnostic images in connection with diagnosing illnesses and injuries and monitoring medical conditions in relation to many other areas of clinical medicine; (2) radiological nurses specialize in providing nursing services exclusively in connection with radiological medicine; (3) radiologist assistants are the first line of support for radiological physicians and perform many of the procedures and tests ordered by radiologists; and (4) radiological technologists operate and maintain some of the sophisticated medical imaging systems and tools and work side-by-side radiologist assistants and radiologists in conducting the diagnostic tests on patients.
Reflection has its importance in clinical practice; we always seek to be successful and that can be achieved by learning every day of our life through experiences we encounter. In that way we can reconsider and rethink our previous knowledge and add new learning to our knowledge base so as to inform our practice. Learning new skills does not stop upon qualifying; this should become second nature to thinking professionals as they continue their professional development throughout their careers (Jasper, 2006). According to Rolfe et al. (2001), reflection does not merely add to our knowledge, it also challenges the concepts and theories by which we try to make sense of that knowledge. Acquiring knowledge through reflection is modern way of learning from practice that can be traced back at least to the 1930s and the work of John Dewey, an American philosopher and educator who was the instigator of what might be called ''discovery learning'' or learning from experience. He claimed that we learn by doing and that appreciating what results from what we do leads to a process of developing knowledge, the nature and importance of which then we must seek to interpret (Rolfe et al., 2001).
The purpose of this essay is to reflect and critically study an incident in a clinical setting whilst using a model of reflection. This will allow me to analyse and make sense of the incident and draw conclusions relating to personal learning outcomes. The significance of critical analysis and critical incidents will briefly be discussed, followed by the process of reflection using the chosen model. The incident will then be described and analysed and the people involved introduced. The names of the people involved have been changed to protect their privacy and I will examine issues raised in light of the recent literature relating to the incident.
This essay will explore the authors meaning of reflection, how various reflective styles can benefit the practitioners within their settings, and how important reflection is within Early Years Practice. According to Appleby (2010, p.10), reflection is a generic term which describes various behaviours involving feelings, and thinking about thoughts and experiences, in order to examine issues and develop, new understandings and insights. Reflection within practice allows the practitioner to develop a sense of awareness around their daily activities, and helps them to evaluate how they could evolve these activities further, if the given opportunity was to arise again. Similarly, keeping a reflective journal
This reflective essay will lay emphasis on one of the learning needs I have developed during my two week taster placement in hospital. Reflection helps an individual build upon their skills and makes room for self-criticism as he or she can contemplate upon actions and make relevant changes (Taylor, 2000). I will be applying the “What”, “So what” and “Now what” model of reflection by Driscoll (2000) in this piece of work because it is a more coherent and comprehensible approach to follow when writing a reflective account and is also an easier guide to writing reflections. The learning need I chose to reflect on from my learning plan is having a better understanding of diabetes and the 6 basic medications used in treating the condition since it is a common illness on the ward I am have been allocated on for my first placement. The timescale set for achieving this objective was by the end of my two week placement that is from 27th January to 9th February and I achieved it with the help of a host of factors. In this assignment, all the names of the patients and wards have been omitted and indicated with letters and numbers for confidentiality reasons as stated in the Nursing and Midwifery Council (NMC) code of conduct (2008). The paper will primarily touch on the type 2 diabetes and furthermore on the achievement on my learning need.
The ability to become reflective in practice has become a necessary skill for health professionals. This is to ensure that health professionals are continuing with their daily learning and improving their practice. Reflective practice plays a big part in healthcare today and is becoming increasingly noticed.
However, Radiographer A raised her concerns regarding patient’s safety to her colleagues. She also emphasized the necessity of lead shields for X-rays. Through this incident, the role of an implementer was observed in Radiographer A. By addressing concerns constructively, it aids to maintain the dynamics and structure of the team and promote teamwork (Risser et al., 1999). In view with the AHPC code of conduct, professionals ought to abide by all laws and regulations by the council (AHPC, 2013). This conduct should be sustained dutifully despite varying unforeseen circumstances such as time
This essay is going to reflect upon the nursing skills I developed during a period of placement simulations, placing emphasis on oral care, communication with a non-engaging patient and bed bath. It will outline the fundamental aspects of clinical nursing skills that I have begun to acquire. This will also highlight the learning processes which took place and how it helped me to enhance my knowledge, and ethical values in order to deliver quality and safety of care. Using a variety of sources from current literature, I will use a reflective model to discuss how I have achieved the necessary level of learning outcome. By utilising this model I hope to demonstrate my knowledge and understanding in relation to these skills as well as identifying areas with scope for learning.
Utilising John’s model of structured reflection I will reflect on the care I instigated to a patient with complex needs. The patient in question was admitted to the Emergency Assessment Unit for surgical patients then transferred to the ward where I work as a staff nurse.
Reflective practice is a process of thinking and critically analysing one’s experience to improve professional practice. Reflection on nursing situations not only promote the nurse’s professional development but also improve the quality of nursing care to patients (Gustafsson & Fagerberg 2004). According to Dolphin (2013), reflection process consists of systematic appraisal of events and examination of its each component to learn from the experience to influence the future practice. Though there are many models available to structure the reflection, I have chosen Gibbs model (1988) as it follows specific steps in a systematic way in reflection process. And also, this model emphasises the role of emotions and acknowledges the importance of emotions in the reflection process. This is a simple framework and this assignment will follow the headings as per this model. The incident I will be reflecting
Taylor B (2004). Reflective practice: A guide for nurses and midwifes. Maidenhead: Open University Press
Help improved my clinical skills and professional development, made me proactive and thus have learnt that reflection is an important tool for student nurse to improve on their practice.