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Describe the elements of reflective practice
Describe the elements of reflective practice
Describe the elements of reflective practice
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Reflective Practice is a continuous action that directly affects anyone who is a practitioner. Jasper (2006, p. 53) stated that the benefits to the profession are the development of the nursing knowledge base and the recognition that nurses are contributing to both patient care and improved practice. Further, Jasper (2006, p. 43) explains that Reflective Practice is the foundation upon which reflection and reflective learning are based.
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.
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.
In keeping within current legislation on the protection and respect of an individual...
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...y. 13:305-309.
Rigby P and Alexander J (2008). Understanding Schizophrenia: Nursing Standard 22:28, 49-56
Sheldon, LK (2009) Communication for nurses: talking with patients, Jones and Bartlett Publishers, Sudbury
Sturdy, D. (2007) Indignity in care: are you responsible? Nurs Older People. 2007; 19(9): 9.
Thomas, B. Hardy, S. and Cutting, P. (1997) Mental health Nursing: Principles and Practice London: Mosby
Voegeli D; British Journal of Nursing (BJN), 2010 Jul 8; 19 (13): 810, 812, 814 Care or harm: exploring essential components in skin care regimens.
World Health Organisation (2010) ‘Oral Health’, at http://www.who.int/topics/oral_health/en/ (Accessed 19/11/2010
Wilkinson, S.(1992) Good communication in cancer nursing. Nursing Standard 1992; 7(9):35–9.
Williams, Diana (1997) Communication Skills in Practice Jessica Kingsley Publishers London
...hat has worked and what hasn’t. If a student for example is taking blood for the first time and something goes wrong, they don’t find the right vein. Reflective practise would help that student to understand what he/she done wrong while carrying out the procedure and how they could stop that from happening again. Not is only reflective practice good for pointing out the bad factors of something but can also be there for when a procedure goes exceptionally well. If a health professional finds a certain technique works better than what’s in place already, reflective practise is a good way to shear the information you found with other colleges so they can carry out that particular producer. Gibbs 1988 is an example of reflective practice, he uses six stages when doing reflective practice which include Description, feelings, evaluation, analyse, analyse and actions plan.
Varcarolis, E. M., Carson, V. B., & Shoemaker, N. C. (2006). In Foundations of Psychiatric Mental Health Nursing (p. 283). St. Louis: Elsevier Inc.
Walsh, A. & Clarke, V. (2009) Fundamentals of Mental health Nursing New York: Oxford University Press.
On the 1st of November 2013, I performed my first simulation on the module, Foundation Skills for Nursing. This simulation was on checking for vital signs in patients particularly, measuring the blood pressure (BP) which is the force of blood vessels against the walls of the vessels (Marieb and Hoehn, 2010). We also measured the temperature, pulse and respiratory (TPR) rates of a patient. This simulation’s objective was to engage us in practising some basic observation techniques taken on patients in and out of hospitals and to familiarise us on some of the tasks we will be performing when in practise. I will be applying the “What”, “So what”, and “Now what” model of reflection in nursing by Driscoll (2000).
Burns, S. Bulman, C. Palmer, A. (1997) Reflective Practice in Nursing - The growth of the professional practitioner. London: Blackwell Science.
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).
In order to engage in meaningful communication and develop effective communication skills, nurses must engage in the process of reflecting on how communication skills are utilised in practise. Reflection allows the nurse opportunity to gain a deeper insight into personal strengths and weaknesses and to address any areas of concern in order to improve future practise (Taylor 2001). A further aim will be to reflect on how communication skills have been utilised within nursing practise. Various models of reflection will be examined, and a reflective account of a personal experience which occurred during placement will be provided using a model. This reflective account will involve a description the incident, an analysis of thoughts and feelings and an evaluation of what has occurred. Fin...
Stuart, G. W. (2009). Principles and Practice of Psychiatric Nursing (9th ed. pp 561). St. Louis, MO: Elsevier Mosby.
One reason for Reflection being used is to give practitioners the chance to change an aspect within their setting, which they feel can be improved in order to help the development of children within their practice. Reflective practice is about improving practice and coming up with theories to support the improvement (Holmes, 2011, p.7). Reflective practice using critical reflection will allow the practitioners to identify what they do well and what they need to improve on within their Early Years settings. It can also give practitioners the opportunity to develop their professional identity, and work at improving their working environment (Forde et al, 2006, p.65, 66). By allowing practitioners the chance to improve their working environment, it can have a huge influence on the children and their development within the Early Years. For example, a teacher looking back and being reflective over their lesson, will allow them to make amelioration for when they teach that lesson again, thus leading to further learning development of the
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.
Reflective accounts help nurses become more self-aware and develop a deeper understanding of themselves. Through reflective practice, the nurse can develop skills such as critical thinking and a greater understanding of interpersonal relationships (Sommerville, 2004). Reflective practice can increase the quality of care and promote good practice.
Walsh, A & Clarke, V. (2009) Fundamentals of Mental health Nursing New York: Oxford University Press.
Reflection is the thing that we bring to an experience is fundamental to our understanding of what happens. This is impacted by our past, our future and our present world-sees. In nursing, it reflects the attitude, personality, decision-making and ethics when dealing with sick people. A Cherima (2007) point out that reflection journal is a useful tool for promoting reflection and learning process for nurses. In this assignment, I am going to reflect on one of the clinical situations that had happened during my clinical placement at the surgical orthopedic ward. The incident that I am going to reflect is maintaining patient’s safety in preventing risk of fall during the hospitalization. It is important to prevent the patient from fall because it may further impact the patient’s wellbeing. For instance, the patient might experience fractures from falls. Edwards et al. (2013) claim the risk of fall history is linked with higher incidence of fracture. I choose this issue because I want to explore the importance of patient safety in relation to
Hillard, C. (2006) ‘Using structured reflection on a critical incident to develop a personal portfolio’, Nursing Standard Vol 21(2) 35-40
Taylor B (2004). Reflective practice: A guide for nurses and midwifes. Maidenhead: Open University Press