Critical Incident Analysis In Nursing

The aim of this paper is to analyse a critical incident which occurred at the student health visitor’s area of practice. A critical incident is an event which when it occurs, makes one pause and consider the situation to give an element of understanding whilst dwelling on the negative and positive aspects of the experience in transforming knowledge and behaviour Hannigan (2001), as cited in Elliot (2004). In order for one to analysis an events there is a need for reflection on the process and evaluate its outcome.
Critical incident analysis is identified as discussion and reflection on motives and justification of actions used when an incident happens and its effectiveness in enhancing practice in future (Elliot 2004). This process involves

In giving an effective analysis Driscoll model (Rolfe, 2011), will be also utilized as it the outline is simple and straightforward giving the reflector room for an in depth analysis and understanding for each stage (Robinson, 2015). It has three outlines which are: the “what” stage this describes the incident, the “So what” stage which is where the incident is analysed and “now what” which is the final stage where the reflector assesses the circumstances and implication on practice (Rolfe, 2011).
In discussing the incident, which is lack of information sharing among teams, a critical analysis will be done using evidence based practice. Subsequently, two reflective models will be used to analyse the incident which are John’s Model of Structured Reflection (John, 2006) and Rolf framework (Rolfe, 2011). Finally, a change in practice will be proposed to improve future practice. In relation to the Nursing and Midwifery Council (NMC) Code of Conduct (2008), the mother will be known as Lilly to promote confidentiality and privacy in the critical

This critical incident involved a first time mother who gave birth at pre temp- 35weeks. Baby stayed in hospital for two weeks before being discharged home. After about two days of being home, mother called her health visitor, the student‘s practice teacher to inform her that baby was having breathing difficulties. Health visitor advised Lilly take the baby to A&E straight away which she did. Baby stayed in hospital for a further 7days before being discharged.
The hospital discharged baby without informing the health visitor. The health visitor (HV) called to get an update, only, informed that the baby had been discharged two days ago. An emergency appointment was booked to visit Lilly and the baby at home immediately where a review of needs where done and care was recommenced. The student health visitor accompanied HV for Lilly new birth visit and was also present when Lilly called her HV for advice with regards to baby having breathing difficulties.
The “so what “stage of Driscoll model (Rolfe, 2011) allows the exploration of this incident in all its perspectives. Therefore, critical analysis will be completed with the key themes being effects of having a pre-term baby, maternal anxiety, cultural differences, communication, therapeutic nurse relationship, and its impact on