In correspondence with the Nursing and Midwifery Council, Code of conduct (2012) I will reflect upon an episode of communication in which I feel I had an impact upon within a women’s postpartum care. I will reflect in the style of Gibbs (1988) as I feel it was more analytical for my specific communication episode as it considered feelings compared to the reflective cycle of Schὂn (1983) reflection in practice and reflection on practice.
Confidentiality is critical for nursing professional to understand and undertake. If a nurse did not keep a
Unit 1- 1.1, 1.2-This is a reflective account of the things I have done, experience and knowledge I have gained throughout the assessor 's course mainly during the process of assessment. First, I would like to describe the definition of assessment, its key concepts, stages to show the knowledge and understanding I have gained throughout the course. An assessment is a pre-agreed formal session with the learner. Assessment is judging performance against an agreed standard and is also a way of finding out if learning has taken place. It enables yo assessor to ascertain if learner has gained
The nursing practise has continually evolved and can be described as autonomous due to the significant involvement of nurses in patient care. This then necessitates critical reflection as a way to continually develop and improve the nursing practise. The Gibbs' model, one of the reflection models, assists nurses in complying to the codes and guidelines of nursing practice. For example, developing action plans, evaluating patient outcomes, and thinking critically. This essay will describe an event involving nurses and explain the feelings it evoked. It will also provide an evaluation of the positives and negatives, analysis and enhancement of learning, and an action plan.
The professional value that I have chosen to reflect on from my practice is based on privacy and dignity for a patient admitted in the hospital. To enhance my reflection development, Driscoll (2007) model of reflection; What? So what? Now what? will be apply. According to (Lowenstein, Bradshaw, and Fuszard, 2004), reflection is the method of analysing and reviewing one’s practice as a nurse, with the aim of improving one’s interactive skills with both patient and colleagues. Reflection is a method of re-evaluating practice accounts and providing substitute tactics to doing things (Howatson-Jones, 2016). Reflection is a vital learning tools which can progress on innovative knowledge (O'Carroll, Park and Nicol, 2007) and enables the nurses to mirror on their practice effectively (Johns and Freshwater, 2009). The name used throughout this reflective assignment will be considered as pseudonyms to maintain confidentiality and to conform with the Nursing and Midwifery Code of Conduct (NMC) (2015).
Reflective practice in nursing is the process where we examine our nursing ability’s and practice in order to critically think and analyze the way we work and think about the views of others in our practice, what we could have done and we could have achieved a greater result by doing this also allows us as nurses to include best practice and use our own judgment in patient care to show the factors that either aid and hinder nurse to patient relationship. (Lowenstein, Bradshaw and Fuszard, 2001) described reflecting in nursing practice “the nurse must first come to understand what he or she defines as ideal practice”.
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
AT 7.15AM I CLOCK IN AND TAKE MY COAT AND BAG OFF AND LOCK THEM IN MY LOCKER SO I AM READY TO START MY SHIFT STRAIGHT AWAY, EVEN THOUGH I SOMETIMES SOCIALISE WITH SOME OF THE STAFF I WORK WITH I ENSURE I AM IN THE RIGHT FRAME OF MIND TO WORD PROFFESIONALLY WITH THEM AND NOT PERSONALLY SO THAT WE ARE ABLE TO WORK AS PART OF A TEAM AND ARE ABLE TO DO THE JOBS THAT WE ARE EMPLOYED TO DO, THEN I WILL WALK INTO THE DINING ROOM TO WAIT FOR THE NIGHTSTAFF WHO ARE ON, ONCE ALL THE STAFF FOR THE MORNING SHIFT HAVE ARRIVED THE SENIOR MEMBER OF THE NIGHT SHIFT WILL GIVE HANDOVER TO ALL THE STAFF WHO ARE STARTING THE MORNING SHIFT. THEY WILL GO THROUGH THE LIST OF RESIDENTS
To begin the understanding of confidentiality, the author first provided readers with a formal concept analysis on confidentiality. He explained how confidentiality did not truly become a concept of interested until 1961, when the general nursing guides made a small mention related to the concept in regards to privileged
I have considered and looked at a number of reflective models to use such as Johns (2000), De Bono (1990) and Kolb (1984), but I have decided to use Gibbs (1988) as I found it easier to use for this particular reflection than the others and it is laid out in a simple structure that I can understand. All persons involved in this experience have been given a pseudonym name, to maintain confidentiality and protect the parents and the midwife involved in accordance with the NMC guidelines (2008).
The following essay is a reflective account on an event that I, a student nurse encountered whilst on my first clinical placement in my first year of study. The event took place in a nursing home. All names have been changed to protect the confidentiality of the patient (NMC, 2008).
This paper will discuss a patient, who 's care I was involved in for a period of 4 weeks, using two Chapelhow et al (2005) perspectives. I have gained consent from the patient. In accordance to the Nursing and Midwifery Council (NMC) code of conduct and also to maintain confidentiality the patient shall be referred to as Sabrina. Chapelhow et al (2005) stated there is a number of enablers which are essential in underpinning and providing satisfactory care as a health practitioner, these are known as; assessment, communication, professional judgement and decision-making, risk management, record keeping and documentation and managing uncertainty. The essay will begin with an introduction to Sabrina’s medical history/care and background and will then go on to discuss communication and documentation.
In this reflective essay, I am going to use Driscoll’s model of reflection (1994) to describe, evaluate and analyse my experience within the community setting. I decided on this model, as it allows me to explore my feelings, thoughts and emotions. I decided to reflect upon an antenatal follow up 40-week appointment, surrounding the significance of both communication and consent. Inside the Nursing and Midwifery council’s (NMC, 2015) The Code, it states all Midwives must ‘communicate clearly’ and ‘make sure you get properly informed consent’. Following the rights of confidentiality (NMC, 2015), names of individuals and practice areas will remain anonymous.
This assignment focuses on my practice as a Senior Care Assistant within the hospital. The aim of this essay is to carefully reflect on the Roper-Logan Tierney model and evaluate its efficiency in regards to patient admission. In terms of upholding patient confidentiality as stated in the Nursing and Midwifery Code of Conduct (2015), the name of my patient will be changed to Mr. George Matthew. In addition the code also states that a patient must be aware about information being used and thus I have also obtained permission from Mr. George for this reason. Reflecting and analysing on this topic has enhanced my learning and knowledge as a whole. The model that I will be using to reflect on patient care and admission will be Gibbs reflective cycle (1988).