Reflective Reflection In Nursing

Reflecting on the situation that had taken place during my second placement working in the community. This will give me the perfect opportunity to develop and utilise my commutation skills in order to maintain the relationships with my patient. In this reflection, I am going to use Gibbs (1988) Reflective Cycle. This model is a recognised framework for my reflection. Gibbs (1988). Baird and Winter (2005,) give some reasons why reflection is require in the reflective practice. They state that a reflect is to generate the practice knowledge, assist an ability to adapt new situations, develop self-esteem and satisfaction as well as to value, develop and professionalizing practice. However, Siviter (2004)

It was found that the nurses had insufficient recording of wound care and the staff were not monitoring the wounds consistently or keeping Mr Selir’s GP up to date on his condition. After this incident, the nursing home introduced new staff, systems and processes to improve the quality of care to residents. I felt frustrated and disturbed as coming from overseas, my family background has always taught us to respect and look after our elderly therefore back in our country we don’t believe in nursing homes. According to Nursing and Midwifery Board of Australia [NMBA] 2016, health professionals ought to provide safe, appropriate and responsive quality nursing practice.

Reflective practice is an important component of all nurse education programmes. The Nursing and Midwifery Council's (NMC) The Code: Standards of Conduct, Performance and Ethics for nurses and Midwives (NMC, 2008), states that nurses must continue to keep knowledge and skills up to date during

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”.

Reflection is defined by Howatson-Jones (2013), as “a way of examining your experience in order to look for the possibility of other explanations and alternative approaches to doing things” (p. 6). The practice of reflection is important for numerous reasons. As stated by Hargreaves and Page (2013), reflections promote good practice and in the occurrence of a difficult or challenging situation, they can help to identify where things went wrong and how to improve the outcome for future incidents. As identified by Jasper, Rosser and Mooney (2013), reflection offers benefits to both the patient and the practitioner. Practitioners are more likely to avoid routine practice, continuously develop their knowledge and identify faults to improve on. Patients are more likely to receive higher standards of safety and better quality of care

In relation, to the AHPRA’S Scheme, which came into effect of 1st of July, 2010, the operations are governed by the health and practitioner regulation national law Act, 2009 (QLD) and each state and territory. In addition with the national scheme, responsibility was taken over for the regulation of nurses and midwifes in Australia, and taken ownership of the national competency standard for registered nurses. The minimum care standards for a nurse in Australia are

For the purpose of this essay, I have selected Gibbs (1988) Reflective Learning Cycle to reflect on an aspect of individual professional practice, which requires development in preparation for my role as a Registered Nurse. Gibbs (1988) Model of Reflection provides a clear description of a situation, analysis of feelings, evaluation of the experience, conclusion, and action plan to make sense of the experience to examine what you would do if the situation happens again.

The standards identify the needs for nurses to continue to develop professionally, maintain recency of practice and to provide evidence for these. ("Registered Nurse Standards for Practice", 2018) All 14 health professionals hav five core registration standards which are an important part of regulation. The criminal history registration is common under all National Boards. The English language skills registration standard is common to all National Boards, excluding the Nursing and Midwifery Board of Australia (NMBA) and the Aboriginal and Torres Strait Islander Board of Australia. Recency of practice, continuation of professional development and professional indemnity insurance registration standards are specific to the individual National Boards. These standards have all ben reviewed recently by most National Boards. ("Registration Standards", 2015) There are various professional opportunities provided through AHPRA such as how they support advanced and specialty practice. AHPRA supports advanced and specialty practice since health professionals are able to apply for endorsements, for example if you were to apply to be a nurse

Nurses are at the forefront of patient care whilst they are in the healthcare system and to ensure that patients remain safe should be of high priority to all nurses. Nurses have specific responsibilities in looking after patients, and nurses must ensure they comply and adhere to the policies, procedure and guidelines which are set out by the HCS. Nurses must ensure that they are always working in accordance to the RNs standards of practice, and by doing this it will help the nurse in delivering clinical safety to all patients (Nursing and Midwifery Board of Australia (NMBA), 2016). Standards 2 & 6 relate to the nurse providing a safe environment for patients, engaging in quality nursing care and to engage in effective therapeutic relationship with their patients. When nurses follow the standards as set by the NMBA, they are ensuring that they are adhering to policies and procedure as set out by the healthcare provider which will in turn be ensuring preventable harm to the patient does not occur. (NMBA,2016)

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

Introduction Reflection assessment or reflective practice a central skill for nursing practitioners. It can help nurses to handle situations and improve care. Engaging in systematic reflection assessment qualifies nurses to cope with personal and professional effects of addressing vital wellbeing and health requirements on a quotidian basis. It is extensively debated that clinical apprentices should learn to become reflective practitioners and reflective assessment plays a key part in this. There are also many challenges of assessing reflection.

Schon (1987) identified two types of reflection that could be applied in the nursing practice. He described “refection-on-action” that involves assessing and analyzing an action while performing the action and “reflection-in-action” which involves going back to previous actions and situations and analyzing them to gain new insights and to improve the nursing practice (Schon 1987). Schon further argued that for reflection to take place there should be a commitment to action as there is to results. Coined in 1970, Borton’s theory on the other hand, proposes the use of three stem questions in the reflective practice (Borton, 1970). These questions were originally proposed by John Driscoll who described the experiential learning cycle (Driscoll, 1994) where practitioners are able to learn from their experiences to improve their practice. According to Driscoll (1970) these trigger questions could be used to complete the experiential learning cycle leading to a practitioner gaining new information and insights on how to improve their practice (Driscoll, 1994). The importance of Driscoll’s three stem questions in improving practice reflection among nurses cannot be underestimated. By answering these stem questions, nurses develop a better insight into the situation regarding how and why it occurred and identifies the next courses of action in case the situation recurs.

Personal reflection in nursing is essential and critical as it allows for continuous development and re-assessment of skills whilst working within a health care setting (Reflective practice: a tool to enhance professional practice 2011, pp.1-3). Personal reflection is important as reflective practice allows for the ability for one to reflect and examine their actions and experiences which overall will increase and enhance their clinical knowledge, as well as developing and improving their practice (Reflective practice: a tool to

The careful consideration of professional or personal actions in such a way as to transform present and future experience describe reflection ( Kofoed, 2011). As I reflect over the past ten months, I have enjoyed my journey in the Doctor of Nursing Practice (DNP) program and am looking forward to graduating in approximately ten weeks. The knowledge, skills and competencies I have acquired has enhanced my teaching skills and confidence and helped me to care better for my patients. Although the transformation from a clinical floor nurse to a nurse educator with leadership skills has been problematic, I am acquiring ways to create change in patient care through the reflection in practice, clinical supervision, leadership, education, and evidence-based

When a nurse and patient have different values pertaining to a decision the nurse should self-reflect, ask questions, listen to the patient, provide empathetic responses and education, and collaborate to ensure the best-holistic outcome for the patient. In a scenario that a patient’s decision relies on values that the nurse does not agree with, the nurse needs to self-reflect, first. Self-reflection is healthy for the nurse, the nurse-patient relationship, and to have the ability to approach dilemmas in a non-judgmental manor with an open-mind. Burkhardt & Nathaniel (2014) explain self-reflection as an acknowledgment of personal values to rationalize the power position the nurse holds and prevent bias views to benefit the patient. The nurse does not have to agree with the values that underlay the decision, his or her role is to ensure the patient is competent and informed about the situation, options, and outcomes. Concurrently, the nurse should be sure the situation and decisions are compliant with the ethical principles, including autonomy. If there is any instance that the nurse does not fully understand the reasons or how the patient arrived at the decision, questions should be asked. The questions should be presented in a non-judgmental form and clear that the nurse only wants a better understanding of their values and thought process. Conversation with the patient using effective communication skills to encourage them to make sound decision is appropriate. Effective communication promotes the shift of empowerment onto the patient (Burkhardt & Nathaniel, 2014). Furthermore, this allows for the nurse to assess the patient’s cognitive competence and interpretation of the dilemma while understanding their perception from an empathetic outlook. Be aware the sympathy involves engaging in a negative thought process while empathy is understanding their frustrations or emotions and acting to improve the problem. At this point, the nurse has a broadened perspective of the situation and can provide appropriate and informative education. Finally, the nurse and patient should work collaboratively on the decision to establish effective outcomes for the patient. However, the nurse must be careful not to influence the