Using the updated Gibbs Reflection Cycle (Gibbs 1998), reflect on a challenging experience from your practice and analyze the strategies used to manage it.

 

This article consists of 19 pages and 3000 words. In order to have full access to this article, email us at thedocumentco@hotmail.co.uk

Ref No: 3232

Table of contents

1. Introduction
2. Description
3. Feelings/initial evaluation of your experience
4. Critical analysis
5. Conclusions
6. Final evaluation and execution plan

 

Introduction:

Bulman and Schutz (2013) describe reflection from the medical concept as thegoing over of one’s practice from personal experience so that it could bedefined, examined, appraised and accordingly utilized in the improvement and upgradation of future patient care and practice.

A significant aspect of reflection is also the divulgence of one’s personal clinical experiences in front of peers and people of from a relevant field.

Using the updated Gibbs Reflection Cycle. Essentially inviting them to scrutinise it, and subsequently, reflectionen tailsresolution and progressiveness on the practitioner’s part, not to mention thedisposition to listen to and implement critical judgements.

Within the framework being discussed, the act of reflection comprises further than simply an intelligent thought-process,as it is coalesced with the practitioners’ own emotions and feelings, and an interconnection with consequent actions is recognized.

Nurses themselves have also endeavoured to propose definitions of the term reflection,established through their understandings of other theorists’ works and grounded in their own personal clinical encounters.

Whilst employed as a physician, Brigid Reid verbalized the following definition of reflection with the intention of developing a functioning definition that apprehended theoretical interpretation and could also be practically instigated to teach and facilitate nursing students’knowledge about reflection when they initially encounter the subject.

“Reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice.” (Reid 1993, p.306).

The significance of implementing reflective practice are frequently noted within most relevant literature and teaching strategies; in fact, the capacity of a practitioner’s reflective capabilities is observed by most authorities as a vital dimension for the achievement of professionally competent conduct.

Professorsproclaim that the development of reflective practicerecognizes the requirement for nursing students to deliberate over challenging experiences in a professional manner and thereby react in the appropriate contexts, assimilating theory and practice right off the bat (Mann, Gordon & MacLeod, 2009).

A vocation as a nurse involves an atmosphere encouraging and endorsing consistently progressing learning experiences.

Nursing studies are guaranteed to integrate only an infinitesimalquantity of valuable patient-based information in Nursing School to guide their patient-nurse interactions. Using the updated Gibbs Reflection Cycle reflect on a challenging experience from your practice and analyse the strategies used to manage it. when this is likened to the experience that the students obtain through trial and error while practicing in real-life circumstances i.e. during placements.

Although nursing school aims to provide a comprehensive vault of knowledge and understandings, there merely isn’t sufficient time to prepare nurses for each possible patient or issue encounter.  The purpose of the present essay is to disclose a personal encounter that presented challenges to me during my first ever placement.

Followed by a critical analyses of the circumstances grounded in theoretical values and dispositions that need to be considered, concluding with the presentation of a series of potentially executional strategies to control the situation and resolve it, while at the same time ensuring that there is no breach in the accepted ethical conduct of nursing.

Description

The subject of the present essay is to be regarding a most perplexing encounter that I personally experienced as a second year nursing student attending my first ever placement.

My placement was in the stroke ward, where I observed a certain experience that was acknowledged by me as particularly challenging, causing me to undergo a series of altercations and modifications in my existing thought process in order to involve certain elements of ethical, patient-based nursing strategies in order to identify an appropriate solution and abide by it.

My personal challenging circumstances were concerned with a woman I have been attending on the stroke ward, where my current placement is.

The woman, who will from this point onwards be referred to as “Mrs A”, was fitted with a nasal gastric tube that she personally removed, and who is now constantly attempting to remove her oxygen nasal tubes as well.

It is to be noted that my experience-based background is thus far based in communal circumstances, considering that I was previously centred in district nursing as an assistant practitioner.

The purpose of the simple, straightforward, and globally implemented measure of gastric intubation using a nasogastric (NG) tube through the nasal passages is an everyday standardly encountered procedure that patients undergo in hospitals and home-based care situations.

It acted by providing access to Mrs A’s stomach to aid the purposes of enabling administration of medication and food, until such time that Mrs A’s condition has improved enough to accept the food and medicines orally, in full consciousness and comfort.

The placement of an NG tube is understandably a source of discomfort for a significant proportion of parents, particularly if the patient has not been sufficiently equipped with anaesthesia of the internal passages along which the tube needs to travel, and in the event that explicit directions on cooperation with the practitioner during the procedure are not followed.

Similarly, nasal cannulas are implemented to supply oxygen to patients who are unable to otherwise procure sufficient quantities of it. The parts of a nasal cannula include a thin flexible tune that is situated beneath the nose, and at the end of the tube are two prongs that are placed within the nostrils.

The tube is then attached to an oxygen source to deliver, typically, low levels of oxygen. The administration of oxygen therapy is widely recommended in the cases of hospitalized patients who have recently experienced some extent of trauma or an acute condition such as a stroke.

Feelings/initial evaluation of my experience

Sheldon et al., (2006) conducted a comprehensive interview-based review to determine the nature of difficulty in communication within patient-nurse interactions, as observed from that nurses’ points of view.

The findings of the study demonstrated that the five themes characterizing hindrances in communication between patient and nurse were:

Particular diagnoses and clinical circumstances, emotions underwent by the patient and accompanying family, nurses’ feelings regarding the event, triangle of nurse-physician-patient communiqué, and the coping behaviors implemented by nurses to deal with suchproblematic communication. Emotion was identified as the fundamental variable that made communication more challenging.

Keeping in line with the themes that were identified in the aforementioned study, it was understood that my emotional reaction will essentially contribute to the formulation of my initial evaluation of the experience, and carry on to then impact all future steps taken regarding the situation.

My initial emotive reaction to this challenging experience was comprised of two emotions; nervousness and frustration.

The nervousness arose on account of worrying about the consequences of the removal of the nasal cannula on the patient’s wellbeing, particularly in the instance that she removes it at a time when I or any other practitioner could not immediately replace it or administer to her in due time.

Using the updated Gibbs Reflection Cycle. The nervousness was also partially due to feeling scared about being liable for any hindrances in Mrs. A’s recovery, or worse, being implicated in the worsening of her situation with accusations of negligence directed at me.

The feelings of frustration may be attributed to the fact that for a number of times I had had to replace the nasal cannula that the patient was constantly attempting to remove and often succeeding at it before I could reach her bed in………………………………………………………………continued