Reflection in Day Surgery

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Recommended: Nurses play a fundamental role when providing care for patients throughout many healthcare settings, ensuring that a person-centered approach is

Introduction

The aim of this essay is to reflect on the person-centred care I provided to a client in my Practice Learning Environment (PLE). I will demonstrate the practical application of Module 3 (Involving People) of the 10 Essential Share Capabilities and how they influenced my delivery of person-centred care. The Ten Essential Shared Capabilities were established to support the growing importance of person-centred care and values based practice (NHS Education for Scotland (NES), 2012a). The essential shared capabilities, which I will focus on, are working in partnership and person-centred care. I have selected the Gibb’s (1988) framework to guide me through the reflective process. Furthermore, to reinforce the Nursing and Midwifery Council (NMC) (2011) confidentiality guidelines, I have used the pseudonym “Thomas”.

Description
Thomas is a 29 year old who lives with Down Syndrome (DS). DS is a learning disability (LD) caused by the non-disjunction of chromosome 21 during cell division and is characterised by the presence of dysmorphic facial features; furthermore it affects mental and social development (Evans-Martin, 2009). When working with people with a LD, nurses must understand how to uphold the legal and ethical rights of the individual as well as ascertaining the individual's capacity to understand choices and outcomes (NMC, 2008). The task I will reflect on is completing Thomas’s admission. Thomas’s arrival time was scheduled for 9.30am, a busy time within the PLE; furthermore, he was fifth on the morning theatre list which meant his surgery would not be until 12.00pm. My journey with Thomas commenced when I was handed his case notes and asked to admit him. Unfortunately, I had not been given the opportunity to read...

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...ey are (Scottish Government, 2013). Therefore, I will strive to respect the diversity of all patients (NES, 2012c). As a student nurse, with supernumerary status, I am fortunately placed to offer support to people with a LD; subsequently, I will make it my personal goal to ensure that a person with a LD, where their capacity allows, is involved as much as possible in the delivery of their own care. When capacity is impaired, I will ensure that I will work in partnership families and the wider MDT. Additionally, student nurses are also in the position to minimise the anxiety experienced when people with LD are confronted with unfamiliar and possibly upsetting situations. Through taking the time to appreciate the person, while actively communicating, I can ensure people with a LD are included and have access to a high quality of healthcare which will meet their needs.

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