Using Gibb's model of reflection, reflect on a challenging experience from practice

Throughout this reflective account i will refer to the individual I was working with as Gloria. I have not used her real name throughout this piece to protect her identity and to ensure that I am maintaining confidentiality. “You must respect people’s rights to confidentiality” (NMC 2013) Gloria is a 74 year old lady who lives at the residential care home at which I am currently on placement Gloria is under the Adults with Incapacity Scotland Act 2000 due to a diagnosis of Dementia. She is mobile with the aid of a Zimmer frame and is still as independent as her health allows. She requires the assistance of 1 carer for most activities of daily living. After breakfast I offered to take Gloria to the toilet

Reflecting on the situation that had taken place during my second placement working in the community. This will give me the perfect opportunity to develop and utilise my commutation skills in order to maintain the relationships with my patient. In this reflection, I am going to use Gibbs (1988) Reflective Cycle. This model is a recognised framework for my reflection. Gibbs (1988). Baird and Winter (2005,) give some reasons why reflection is require in the reflective practice. They state that a reflect is to generate the practice knowledge, assist an ability to adapt new situations, develop self-esteem and satisfaction as well as to value, develop and professionalizing practice. However, Siviter (2004)

Using Bortons (1970) model of reflection, I am going to reflect on an experience I have had whilst out in practice working on an acute dementia ward based in the north of England. There was a patient (Miss A) on the ward during my time at placement that constantly used to seek reassurance and was very repetitive with everything she said. The patient did sometimes become intimidating and threatening when she wouldn’t get attention from staff members. The ward had 18 patients we were nursing and it did become very hectic and challenging a lot of the times therefore staff did not always have the time to sit and have conversations with Miss A. One morning Miss A came to the nursing station as usual and constantly kept banning on the desk, the

In nursing practice, communication is essential, and good communication skills are paramount in the development of a therapeutic nurse/patient relationship. This aim of this essay is to discuss the importance of communication in nursing, demonstrating how effective communication facilitates a therapeutic

McCabe C. (2004) Nurse-patient communication: an exploration of patients’ experiences. Journal of Clinical Nursing. 13, 41-49.

This assignment will reflect on the effectiveness of my clinical and interpersonal skills in relation to my position as a nurse in a busy critical care unit. It will primarily focus on one particular patient and the care they received by myself in their immediate post operative period. In accordance with the NMC’s code of professional conduct names will not be used to protect the patient’s confidentiality. NMC (2008).

Reflection is described as a way of reviewing experiences from practice so that it can be described and analysed and used to change future practice (Bulman and Schutz, 2004).

Question #1: Identify the communication skills or actions the nurse used in this nurse client interaction

The following essay is a reflective account on an event that I, a student nurse encountered whilst on my second clinical placement in my first year of study. The event took place in a Fountain Nursing Home in Granite City. I have chosen to give thought to the event described in this essay as I feel that it highlights the need for nurses to have effective communication skills especially when treating patients that are suffering with a mental illness. Upon arriving to the Nursing home for the second time on Thursday November 14,2013; assigned the same patient as before. On meeting my patient the first thing I noticed myself doing without even thinking about it was giving her a visual inspection. Before nursing school I never really looked at

The Department of Healthy formed a National Service Frame for Older People (2001) which was established to look at the problems for the elderly people so they get the best quality of care. This helps to minimise age discrimination in elderly people and it promotes independence and provides person centred care. The framework has four underlying principles which are; respecting the individual, intermediate care, providing evidence based specialist care and promoting an active healthy life. There is also National Care Standards which aims to improve the quality of life of the patients by the level of care and support provided. The frameworks and legislations help to guide Alice’s care.

making Practice-Based Learning work Reflection on PRACTICE A resource commissioned by the Making Practice Based Learning Work project, an educational development project funded through FDTL Phase 4 Project Number 174/02 and produced by staff from the University of Ulster. www.practicebasedlearning.org Author Patricia McClure School of Health Sciences, University of Ulster www.practicebasedlearning.org contents Reflection on Practice 02

When my sister was first accepted into the NHS she was so ecstatic. She had been waiting for this moment for a long time and I was with her when she was chosen to be in the group.I was not expecting what would happen in the coming weeks. When my sister attended the first meeting of the NHS after school everything was going perfectly. She didn’t think much of her future bully in attendance at the meeting. After the meeting the girl started calling her names but she shook it off. She told me about the girl calling her names but I responded with

I remember one patient in particular who was at the hospital for over a month. He was in and out of our unit quite frequently. Over the years of working at the hospital, I have gotten to know him quite well. This patient had experienced trauma early in his life. As a result, he had cognitive deficits and difficulty communicating. On this occasion, he was suffering from hallucinations, which was unusual for him. The patient was clearly distressed and angry. Near the end of the shift, I entered the patient’s room to find him crying and panicking due to a hallucination. Even though I was busy, I knew that at that particular moment my priority was to stay and comfort the patient.

The environment has a tremendous effect on shaping how people are and how they behave. Perceived threats lead to stress which can have a significant negative impact on one’s wellbeing and an overall dissatisfaction with one’s situation. In recent years, the focus in healthcare settings has shifted towards patient centred care. While this movement carries many benefits, it can at times be easy to forget about the challenges that healthcare providers can encounter. Students in particular may face many difficulties as they have to not only tend to their own learning but also at the same time care for patients. This paper aims to review two articles in the literature that analyze key stressors in nursing students. This topic is important as student stressors may lead to shortcomings in learning which in turn will impact future nursing practice and as a result have direct consequences on patient outcomes.

Bach and Grant (2009) define communication as the exchange of information between individuals through verbal, non-verbal and written techniques. This coincides with interpersonal skills which focus on the process of building and maintaining relationships and monitoring and responding to the effect of communication on those involved (Callara 2008). Communication and interpersonal skills are a vital element in all aspects of nursing care including prevention, treatment, education and health promotion (Fakhr-Movahedi et al. 2011). The Nursing and Midwifery Council (NMC) places these skills as one of the core competencies required in order to effectively carry out the role of a Registered Nurse and so it is vitally important that these skills