The professional values that I have chosen to reflect on is consent. Using Driscoll (2007) model of reflection which is components circle involves three events: what? So what? Now what? A reflection account will focus on my experience of working in the surgical ward.
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.
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
Recognising that the tidal model is a process of clients expressing their story, gives the client more control of their recovery. The Tidal model is made up of 10 commitments that reflect the core values of the tidal model which “represent the key attraction for nurses who are more interested in helping people make their own changes, rather than trying to manage or control patient symptoms” (Barker and Buchanan-Barker, 2004). The ABC-E model involves slowly engaging with a client by allowing the client to express their own taught, active listening is a main component in ABC-E assessment for a therapeutic
This reflection is sought about through the use of reflective cycles, for example Gibbs (1988). Reflection enables the student to develop his or her own theories behind why an event occurred, this is also achieved by linking theory to practice in order to gain a deeper understanding (Levett C. 2010, Stonehouse D. 2011). For this practice placement portfolio the reflective cycle that I have chosen is The Reflective Cycle by Gibbs (See appendix one) (Gibbs 1988). Although it wasn’t made predominantly for reflection through nursing scenarios, as it was developed for educational purposes, it does give the student a cycle which can be used easily to analyse their event in a linear fashion. Although Gibbs reflective cycle is one which is mainly focused on the event itself, rather than the knowledge that can be sought from delving further into the reasoning behind an event, it does create a cycle which allows the individual to focus on their actions and the reasoning behind what they did.
It brought to my awareness both the limitation and the capacity of medicine. Although there was no medical intervention that could cure the diseases of those terminal patients, their quality of life was improved by an outstanding team of doctors, nurses and volunteers. This awareness helped reconcile myself to the fact that certain things, such as death and terminal illness, can not be avoided or changed. By viewing death as a natural part of life, I will be able to offer my dying patients the best care possible while also understanding my limitation as a physician and a human being.
The last of my emotions were compassion and motivation. I was motivated to be compassionate for the patient and his family. Upon entering the patient’s room I finally understood my place and part of how to care for this patient. This hospice clinical will affect me for years to come, it taught me how to show compassion even when I am scared for the patient. It taught me that just because my patient is dying, or is very much near death, doesn’t mean that they are unaware of their condition.
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).
Reflecting on this clinical practice has been unquestionably beneficial to me. It is helped me ascertain further information about dignity and the importance of it. It has also allowed me to evaluate the care I give and develop personally and professionally. Using the Gibbs (1988) reflective framework has enabled me to look at all aspects of the clinical practice and gain essential information relating the maintenance of dignity. I have found this assignment of reflecting extremely interesting and have enjoyed learning new things about myself and the care I give in clinical practice.
Driscoll (2000) model) consists of three stages (What, So what & Now what) completing one cycle help me to improve my caring practice continuously and learning from those experience for better practice in the future. The cycle starts with a description of the situation (“What”), which include analysis of the incident. “So what” evaluate the experience, including the analysis to make sense of the experience, and the final stage “Now what” is a conclusion of what else could I have done better and an action plan to prepare for, if the similar situation arose again. Baird and winter (2005) gave some reasons why reflection is required in the reflective practice. They highlighted that a reflection could generate the practical knowledge, help to adapt
Nightingale wrote “the very elements of nursing are all but unknown” through this statement she implied that nurses word be learning for the rest of their career (journals.lww, 2017). Reflection is when an activity or incident requires thought about the action, and is used to determine what points are positive and negative, and how it could be improved or changed if done again in the future. The reflection process begins with thinking about an incident and how the situation can be utilised in future situations. The process consists of being open, this would involve an individual looking at things from a different perspective. In addition, the process would involve being inquisitive, desiring knowledge.
Since I am placed in the Geriatric Hospital, I have to work with dementia patients and make certain that they are provided the right kind of care. In order to reflect regarding my placement and the kind of work I did, I will use the reflective model of Gibbs’ (1998) (see Appendix 1). The Gibbs’ reflective model consists of 6 stages of reflection and allows the individual to reflect on his experience in a detail manner focusing on each
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.