Critical incidents are snapshots of something that happens to a patient, their family or nurse. It may be something positive, or it could be a situation where someone has suffered in some way (Rich & Parker 2001). Reflection and analysis of critical incidents is widely regarded as a valuable learning tool for nurses. The practice requires us to explore our actions and feelings and examine evidence-based literature, thus bridging the gap between theory and practice (Bailey 1995). It also affords us the opportunity of changing our way of thinking or practicing, for when we reflect on an incident we can learn valuable lessons from what did and did not work.
THERAPEUTIC APPROACHES IN MENTAL HEALTH NURSING CARE. This essay will reflect on my experience whilst on placement. It would show how I engaged, sustained and disengaged from the therapeutic relationship with a service user through the use of appropriate communication and interpersonal skills. Chambers et al (2005, p303) suggest interpersonal and therapeutic relationships are at the centre of nursing work, the relationship that exists between nurse and patient can often provide the energy and be the catalyst, the motivation and the source of strength to continue with treatment or face difficult situations. I felt the need to develop therapeutic relationships with service users so they felt they could put their trust in me that I was there to listen and talk to them not just care for them.
The student nurse will reflect on health promotion issues as this stood out to me in several areas, The student nurse discovered that although we can nurse a patient back to health it is so important to make the patient aware of how necessary it is for them to participate in their care by adhering to what is recommended to them by various members of the Multidisciplinary Team and the devastating consequences that the patient can encounter if advice is ignored. The student nurse will use the Gibbs (1988) reflective cycle, this encouraged thinking systematically about all phases of an activity. Gibbs (1988) is descriptive with regards to feelings, evaluation, analysis, conclusions and action plans, therefore ideal for this assignment. Although I experienced many different aspects of care regarding health promotions this assignment will concentrate mainly on a single event that will stay with me throughout my nursing career. According to Scottish Government (2010) Healthcare Quality Strategy for NHS Scotland, nurse’s carers and people at the heart of the healthcare and care delivery services should improve conditions in NHS Scotland and the care provided, on reading this strategy I understand a nurses responsibility, but the importance of patient participation in their own care is invaluable and the cooperation and communication with the Multidisciplinary Team is essential to complete patient care package to the highest standard.
The name of SU and areas of work will remain anonymous to maintain patient confidentiality, in accordance with the Nursing and Midwifery Council’s regulations (NMC 2008). Reflective practice is a process of which we can gain knowledge and learn from our experiences. It is an essential part of development for assisting students to identify the links between theory and practice and understand how learning can transpire from experience; this increases the ability to improve knowledge and skills (Jasper 2003). Rolfe et al. (2001) explore how and why we learn by practice if we reflect on our overall experience and what the outcome uncovered, be it good or bad.
In order to preserve confidentiality pseudonyms will be used and each nursing unit referred to as A and B. The main differences between the two people identified, will be highlighted for discussion. Finally the authors will discuss key organisational and personal opportunities for learning gained from this assignment. 1.1. Definition of a leader A leader is defined as an individual who influences and guides direction, opinion and course of action (Jooste 2004.)
The symptom is usually what brings the patient to seek out health care (Humphreys et al., 2008) and adherence to treatment by the patient is crucial. The nurse who provides a biopsychosocial view of the symptoms to help the patient better deal with their symptoms is imperative to this adherence. The Theory provides many target areas for research and furthers our knowledge of the development of symptom management. To provide a greater understanding
The traditional approach includes collecting subject matter on “biographical data, present health concerns (or present illness) and the chief complaint, past history, family history, review of system and patient data” (Farrell & Dempsey, 2010, p. 74). The assessment interview builds the foundation of the nurse and patient relationship. Building good rapport with the patient will alleviate any stress, anxiety or discomfort the patient may be feeling. The patient will be asked personal questions and at times may not understand or may not want to divulge information about their personal life/situation. As a nurse being open and honest, explaining why this type of information is necessary and asking open-ended questions will help prompt the patient to disclose the facts required, expedite the process and be fundamental in performing a successful assessment (Springhouse, 2004).
Research is the systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions (Oxford Dictionary 2011). The ultimate goal of research is to develop, refine and expand upon a body of knowledge providing evidence to either support or reject clinical practice (Polit and Beck 2004). Evidence based practice is broadly defined as the use of the best clinical evidence in making client care decisions (Polit and Beck 2004), and is agreed to ensure safe practice (Sackett 1996). By giving care based on evidence, a nurse acts as an advocate, working to their Code (NMC 2008a), helping clients to access relevant health and social care. In this essay the author looks at the role of the nurse in managing the safe withdrawal of clients detoxifying from alcohol on an inpatient unit.
The theory of reflection has made the author identify the epistemology of reflection in and on action and the effect this can have on her professional growth. Through intensive reflective practices the author may be able to grow on the delivery of services she provides as a district nursing student. The Department of Health (1999) acknowledged that reflective practices were an important part of continuing professional development. This supports the given quotation by Boud and Walker (1991) that learning from experience is a crucial part of learning and gives health professionals the potential to explore a scenario, gain new knowledge and put it into practice. The author will now aim to critically discuss the literature surrounding the two reflective concepts and establish its implications within the delivery of the district nursing service.
This model deals with issues pertaining to why people may or may not seek treatment or preventive measures looking at issues like perceived susceptibility, perceived severity, perceived barriers and perceived benefits. Overtime it has been modified to include elements such as social-psychological variables, demographic variables, cues to action and health motivation (Glanz, 2002). This model is important in healthcare education due to the fact that it engages use of common sense and easy constructs which healthcare practitioners who don’t have expertise in psychology can easily apply. Further, it can help a healthcare practitioner to evaluate a patient fully so as to know what barriers may stand between his/her client and good health. Self-efficacy is a term which roughly corresponds to an individual’s belief in their own capabilities and which is widely used in psychology (Bandura, 1976).