Reflective Analytical Account. The aim of the lecture was to explore the role of Compassion within SCPHN practice. Throughout the session we followed and discussed the Francis Report, the Compassion In Practice (6C’s) strategy and the 2016 nursing strategy. In this reflective account I shall be referring to Gibbs (1998) Model of Reflection to enable me to identify how my own practice might develop from discussing compassion in practice in the session. As teams increasingly work across disciplines in an integrated way, the 6 c’s - are being adopted by clinicians and non-clinicians in a development that we call ‘The 6 c’s are for everyone’ (NHS England, 2014). Compassion in practice was launched in December 2012 and reviewed in 2014 to see how the values are spreading across health and social care. Each of the 6Cs – care, …show more content…
According to Hogston and Simpson (2002, p398) reflection is "a process of reviewing an experience of practice in order to better describe, analyse and evaluate, and so inform learning about practice". Wolverson (2000, p24) includes this is an important process for all nurses wishing to improve their practice. I hope that by using reflection I will be able to identify my strengths and weaknesses. This will enable me to focus on particular learning goals and benefit more from my placements. Driscoll (2000, p17) states that reflective learning will help you become more self-aware in your clinical practice. ‘Compassion in Practice’ is a policy introduced in England to develop a culture of compassionate practice among healthcare staff. By reflecting on compassion in practice, I can raise recommendations for my own practice on how the School Nurse can improve practice relating to evidence-based care. Raelin (2002) states that reflective practice should not only be at a personal level but also as a collective
Josie’s Story is a truly inspirational and informative book written by a mother who used her grief and sorrow to educate people, and make medical care safe. Josie King was a curious and precocious 18 month old toddler who was just beginning to discover the world, and loved her dog Trapper. One day, while her family was preoccupied downstairs, Josie waddled into the bathroom in search of her blue airplane. She slipped into the bathtub, and turned on scalding hot water onto herself, causing first and second degree burns which covered 60 percent of her tiny body. Josie was admitted to one of the most prestigious children’s hospitals in our country, Johns Hopkins Children 's Center.
Health and social care practitioners bring with them their own values, beliefs, and experiences, which can have an impact on how they deliver care to patients. In this response, I will analyze how a practitioner's values, beliefs, and experiences can influence the delivery of care and provide relevant citations and references to support my arguments. Values are the principles and standards that individuals use to guide their actions and behavior. Beliefs are the assumptions and convictions that individuals hold to be true about the world around them, and experiences are the events and situations that individuals encounter and learn from throughout their lives. All of these factors can play a role in shaping how health and social care practitioners approach their work.
Introduction In this assignment I will explore a clinical experience where dignity was maintained and reflect on my practice. It is important to reflect in both personal and professional development. Reflection will allow me to recognise both good and bad practice and how I can improve as a person as well as professionally. For this assignment I will be writing in first person, as it is appropriate for a reflective essay.
As an aspiring physician assistant, my professional pursuits directly align with Northeastern University PA Program’s mission, goals, and vision for the PAs the program strives to educate. Through my patient care experiences and community outreach opportunities with diverse patient populations, I have gained first-hand knowledge regarding the invaluable impact one single person can offer to a patient. One compassionate, creative leader who embraces cultural humility and an interdisciplinary approach can change the entire patient care experience. Demonstrating compassion as a clinician is at the forefront of how I deliver all patient care. I have had the fortunate opportunity to witness genuine compassion and radiate it myself at amplified levels while working on an inpatient medical oncology unit for three years.
The ‘6C’s’ were launched by England’s Chief Officer Jane Cummings who believes that the ‘6C’s’ stand for the commitment of each professional to provide outstanding care for patients, with dignity and compassion while continuing to remain consistent as they achieve excellent health and wellbeing outcomes (RCNI, 2015). The ‘6C’s consist of, care, compassion, competence, communication, courage, and commitment. However for this assignment the focus will lie primarily on courage, an important trait in life and in nursing practice (Dobos, 2015) .It allows us to be brave and do the right thing for the people that we are caring for (RCNI, 2015). Being courageous helps nurses identify poor practise and speak up reinforcing strategies to increase the best standard of care for patients.
Reflective Practice in the Early Years Tools for Practitioners 1. Introduction “We do not learn from experience... we learn from reflecting on experience.” -John Dewey- You have probably heard the term “reflective practice”, but do you really know what this means?
It enables the student to reflect and consider his/her intentions and actions prior to the incident and prompts the health professional to critically assess the incident and identify the key learning outcomes through a series of questions (Johns, 2013). These two models can be interlinked to enable the student to explore his/her thoughts are feelings without making assumptions whilst creating learning opportunities to change future nursing practice. Due to having two different models of reflection, where Johns (2000) reflective model does not permit the practitioner to delve into their thoughts and feelings, Driscoll (2000) model of reflection enables them to do so to achieve different learning outcomes (Jasper, 2013).
Reflection is like looking in a mirror and describing what you see. It’s about thinking back to an experience and questioning what I did, and emotions that I felt during the experience, and then reflecting on a better and more sufficient way of doing it in the future (UNISON, 2016). Gibbs Reflective Cycle is the model that I have chosen to use while reflecting back on the module “Learning from service users and carers”, Gibbs believes that this module is useful for helping people learn from what that they experienced. He calls this “Learning by Doing” (Mind Tools, 2016). When finding out that a module I would cover on the social work degree was learning from service users and carers, my initial thought was care homes and carers within them.
Through completing the course activities, I learned that I have always been passionate about family health nursing to some degree but through this course, I have expanded my knowledge of working with families. Furthermore, I have learned about my strengths and weaknesses as a family health nurse. Earlier in this course, I participated in a professional development activity of a narrative reflection regarding an interaction with a family and how I represented family-centred care (see Appendix G). Reflecting on the activity, I learned how my incorporation of therapeutic conversations was a strength that has further evolved by engaging in course activities. Due to the week two ASF (see Appendix H), I learned how my strength of therapeutic conversations encourages nurses to acknowledge families’ expressions of feelings to empower them (Bell, 2016).
“…the way that we learn from an experience in order to Understand and develop practice” (Jasper 2003) Reflection is a way of going through thoughts and feelings about an incident, or a challenging day and gives us a chance
This paper 's intention is to apply Compassion-Focused Therapy to the case study of Laura and will outline how Compassion Focused Therapy clarifies the case of Laura as well as outlining the methods used in Compassion-Focused therapy. The essay will finally evaluate how effective Compassion Focused Therapy is when understanding the case of Laura. Compassion is ‘a desire to alleviate another person’s suffering’ as redefined by Lopez (2011) which is believed that people can train themselves to become more competent in (Lutz, Brefczynski-Lewis, Johnstone & Davidson, 2008). Dalai Lama (1995) originally suggested that compassion is achieved by deep commitment to relieve the suffering of another person (as cited in Gilbert, 2010a). Compassion focuses
In early 1970s nursing started to move away from routines and rituals towards research-based practice (James and Clarke 1994). Reflection is a broad and complex process (Kenzi-Sampson 2005) therefore there is not a set single definition (Jarvis 1992). According to Reid (1993, p.305) reflection can be defined as a “process of reviewing an experience of practice to describe, analyze, evaluate and so inform learning about practice”. The question is why do we need reflective practice. This essay will try to
So, the department of health came up with a new strategy, and claimed it as the “compassion in practice”. This strategy had included the 6Cs, and was finalized and released completely within 2016. “the 6Cs are a set of values for all health and social care staff.” (Lesley Baillie, 2017) CARE, COMPASSION AND COMPETENCE Care is the center of the health professional organizations, and the care that we provide to individuals even as practice nurses does help the individual, and help improve the community’s health also. Care defines nurses and defines their work.
The case study allows us to question practices or cultures that are embedded within systems. They also shows that compassion is “important to patients and staff alike in order to address socially constructed ways and forces that stop staff feeling and acting upon compassion” (Petit- Zeman, 2006; Gamble and Denning, 2017). This case study also shows that communication is paramount to support in care whereas all staff have to communicate the needs of their patients and theirs in order to facilitate smooth working conditions.
Introduction: The ABCD (Attitude, Behaviour, Compassion and Dialogue) of dignity-conserving care is a fundamental tool for use by healthcare professionals (HPCs) to establish empathy with patients and to uphold human dignity (Chochinov, 2007: 184). These 4 key elements will be discussed with reference to the given scenario. The importance of establishing empathy with patients, and how the ABCD aids this, will be outlined. My own thoughts and self-reflection in response to the scenario will be discussed and the process of becoming a future Integrated Health Professional (IHP) will be considered.