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Upon his arrival, we read his notes which highlighted that he had significant learning difficulties, meaning that he also had problems with verbal communication.
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The main areas of reflection are how both myself and the other nurses used communication to calm the patient and show compassion, as well as how we adapted our care to address their individual needs. A nurse came onto the ward with three members of the public, who were viewing the ward as part of a job advertising process. When the nurse entered the patients bay, she informed the members of the public that the service users in that bay were currently receiving radiotherapy treatment.
Prior to the incident occurring, I was mindful that the nurse was showing the three members of the public around the oncology ward, as part of a job advertising process. At the time of the incident, I had only been working on the oncology ward for six months so still felt slightly unsure of my position within the team.
Ultimately, I did not feel confident or experienced enough to deal with this situation independently. I think that my increased level of anxiety meant that I struggled to intervene, however it is still clear that both my colleagues and myself should have intervened more quickly to ensure that the patient was dealt with effectively.
Moreover, I was very surprised when the nurse failed to take into consideration the individual needs of the service user during the visit of the ward, as the distress caused to both the service user and the members of the public was very unnecessary.
In hindsight, the experience had both good and bad elements which have led to an increased understanding of the service user experience and my role as a nurse practitioner within the oncology team. I feel that I did not fulfil the latter responsibility completely. Our failure to act as a team, by sharing information and stepping in before a situation escalated, shows that there was a low level of group cohesiveness Rutkowski, Gruder and Romer, According to the Nursing Times Clinical , people with learning difficulties often have a struggle with adapting to new situations, which means that there is a potential for problematic behaviour when dealing with something outside of their comfort zone.
Nevertheless, as suggested by the Nursing Times Clinical , healthcare staff should be aware of how to effectively interact with people who have a learning disability and this can be aided through regular and valuable reflection. Prior to admission into the hospital, it is advised that professionals find out about the patient's communication and their likes and dislikes; address any potential fears either through discussion or by allowing the patient to visit the ward to meet the nursing staff Nursing Times Clinical, Therefore, professionals should make eye contact, look and listen, allocate more time for the patient, be interactive and communicative, remain patient and in some cases, enable any professionals who may have had experience with people with a learning difficulty to care for the patient Nursing Times Clinical, MENCAP states that one of the most common problems when accessing healthcare for people with learning disabilities is poor communication n.
This can be aided by offering the service user an advocate to communicate on their behalf and by providing information in a variety of ways including visual. They further this with the notion that healthcare professionals should equally value all people, adapt their service so that it meets different needs and understand that each individual will have different needs MENCAP, n. The Nursing and Midwifery Council NMC further this in 'The Code', which states that all registered nurses and midwives must abide by the professional standards which are to: prioritise people, practise effectively, preserve safety and promote professionalism and trust.
Therefore, the incident whereby another nurse did not take into consideration the individual needs of the patient does not abide by the professional code of conduct; ultimately, they did not recognise when the patient was anxious or in distress and respond compassionately, paying attention to promoting the wellbeing of the service user and making use of a range of verbal and non-verbal communication methods NMC, Compassion is one of the '6cs' introduced in - which are the values and behaviours that are viewed as the quality markers of a health and care service - these being: care, compassion, competence, communication, courage and commitment Department of Health, The 6Cs carry equal weight and should be a part of all service delivery - ensuring that patients are always placed at the heart of the provision DoH, From this experience, I am now more mindful of the importance of being assertive and exert professionalism in practice and not feel as though I cannot do something because of my position within the team or length of experience if similar situations were to arise in the future.
The insight I have gained from this experience means that I am now more aware of the implications of not acting immediately and the importance of acting in the best interests of the patient, even when this may take courage. Strong working relationships between healthcare professionals should also be given a greater emphasis within the oncology ward, so to increase levels of group cohesiveness Rutkowski, Gruder and Romer, Moreover, I will address the needs and alter how I approach a patient with learning difficulties in the future by ensuring that I use the different methods of communication and undertake some independent research on their specific needs; the information of which I can use in my nursing practice.
I will continue to undertake regular professional reflective practice, using the on-going model proposed by Gibbs I also aim to consistently and confidently implement the principles and values as set out by the National League for Nursing, relating to the individual needs of service users, these being:. These are furthered by the National Health Service NHS , which was created out of the ideal that quality healthcare should be available to all and should meet the individual needs of everyone. Boud, D. Boud, R. Keogh and D.
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Walker eds. Reflection: turning experience into learning. London: Kogan Page. Gibbs G Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford. Like this document? Why not share! Embed Size px. Start on. Show related SlideShares at end. WordPress Shortcode. Published in: Business. Full Name Comment goes here.
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Gibbs Reflective Cycle
Gibbs reflective cycle 1. The model includes 6 stages of reflection and is presented below. Description In this section, you need to explain what you are reflecting on to your reader. Feelings Discuss your feelings and thoughts about the experience. Consider questions such as: How did you feel at the time? What did you think at the time?
What did you think about the incident afterwards? Perhaps think about: How did you react to the situation, and how did other people react? What was good and what was bad about the experience? If you are writing about a difficult incident, did you feel that the situation was resolved afterwards?
Reflective frameworks - Reflective writing - LibGuides at University of Hull
This section is a good place to include the theory and the work of other authors — remember it is important to include references in reflective writing. Analysis In your analysis, consider what might have helped or hindered the event. You also have the opportunity here to compare your experience with the literature you have read. This section is very important, particularly for higher level writing.
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Many students receive poor marks for reflective assignments for not bringing the theory and experience together. Conclusion In your conclusion, it is important to acknowledge: whether you could have done anything else; what you have learned from the experience; consider whether you could you have responded in a different way. If you are talking about a positive experience…discuss whether you would do the same again to ensure a positive outcome.
Reflection and Reflective Practice
Also consider if there is anything you could change to improve things even further. Action plan Action plans sum up anything you need to know and do to improve for next time. Perhaps you feel that you need to learn about something or attend some training. Could you ask your tutor or placement supervisor for some advice? What can you do which means you will be better equipped to cope with a similar event?
Adapted from: Gibbs, G. Oxford: Further Education Unit. The task was to write a reflection about an incident which occurred during the first few weeks of a teaching placement words. Please note that the references used are fictional. As my placement is in the early stages, I am mainly assisting the class tutors and have just started planning and delivering a small part of each lesson. The incident occurred in an evening class during which I was due to deliver my very first session. The class tutor had been teaching the learners about fractions, and my task was to continue with this instruction, looking specifically at how to multiply two fractions.
However, when I was due to teach the session, I got to the whiteboard and became so nervous that I struggled to speak to the group. I felt myself visibly shaking and was unable to articulate my first sentence coherently. The students were quite understanding, as they are all mature students who are aware that I am new to teaching and am nervous, but the class teacher was unsympathetic and responded by taking over the lesson whilst I sat at the back of the room trying not to cry.
I left the session as soon as the class was over, and did not speak to anyone.