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Essay on reflective practice nursing
Johns c 1995 the value of reflective practice for nursing
Essay on reflective practice nursing
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The aim of this essay is to discuss on how the reflection on mentorship will be undertaken, how and why the model of reflection will be used and the importance of confidentiality. I will reflect the mentorship by ensuring that the mentee during clinical practice is put at ease throughout the learning experience of four weeks (Quinn, and Hughes 2007, p. 29). Also, I will use the principle of Kolb’s learning cycle as my model of reflection because reflecting is an essential element of learning. As I am the mentor, I will follow this cycle in a clockwise direction with Jude, so she would have to reflect on the skills learnt by reviewing the whole situation (Kolb’s learning cycle 1984 in Rose and Best 2005, p.129). This would enable Jude to integrate theory into practice. I would use a pseudonym ‘Jude’ to comply with mentee confidentiality as stated by the Nursing and Midwifery Council (NMC, 2004).
During the orientation of Jude, I made sure that I introduced a mentoring approach in practice education, so as to support her learning and assessment in practice (NMC, 2008). This would develop her skills and confidence in the new placement area (RCN, 2007). I did this by introducing myself to her as a mentor, welcomed her to the department with a friendly smile, so that she would feel comfortable in the new environment (Rose and Best, 2005, p.55). I then took Jude on a tour round the unit to familiarize her with the physical layout of the department. This would make her have a feeling of fitting in (ENB/DOH, 2001).
Furthermore, I identified the door codes for security, showed her fire exit for safety(ENB/DH ,2001).I then introduced her to the crash trolley and explained its use in case of Emergency for safety (ENB/DOH,2001)...
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Royal College of Nursing (2007) .Guidance for mentor of student nurses and midwives :[on line]RCN Mentor. mentorship role, and its contribution to a student's practice experience ...[Accessed 5 July 2010]. Available at: http://www.rcn.org.uk/>.
Reece, I., and Walker, S (2000).Teaching, Training and Learning: A Practical Guide. Fourth edition. Sunderland . Business Education Publishers Limited, .
Rose, M and Best ,D(2005)Transforming Practice Through Clinical Education .Professional Supervision and Mentoring .London :Elsevier Churchill Livingstone.
Stuart, C. (2006) Assessment, Supervision and Support in Clinical Practice: a guide for nurses, midwives and other health professionals. London: Churchill Livingstone.
Quinn, F., and , Hughes, S. (2007) Principles and Practice of Nurse Education. 5th edition. Cheltenham: Stanley Thrones.
Sullivan-Marx, E. M., McGivern, D. O., Fairman, J. A., & Greenberg, S. A. (2010). Nurse practitioners: The evolution and future of advanced practice. (5th ed.). New York: Springer Publishing Company.
Blais, Kathleen, and Janice S. Hayes.Professional nursing practice: concepts and perspectives. 6th ed. Boston: Pearson, 2011. http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-17-2012/No2-May-2012/The-New-Millennium-Evolving-and-Emerging-Nursing-Roles.html
Having clinical supervision also gives the practitioner time to identify training to continue their development needs within the work place (Quality care commission,2013). According to the Cumbria Partnership NHS Foundation Trust Clinical supervision is vital in achieving and maintaining a high-quality practice which is safe and effective you should be promoting a good experience to the patient. This trust believes it would be best if clinical supervision was available to all clinical staff whether they are registered or not (Cumbria Partnership NHS Foundation, 2014). Supervision should include tasks such as having education and being able to develop skills essential for any tasks you will be involved in, you should always have guidance within your clinical area, if you need support and counselling this should always be available, if you are experiencing problems in care you should always be able to find assistance to help you with these difficult times and also at any given time you should be able to have a discussion on your skills and qualities that you need in the appropriate
Realistically, most students are not privy to the winding journey of a nursing career. Students learn how to bathe, medicate, feed, assess, and some psychosocial concepts. However, there is no class that teaches or can teach students how to stand back and watch your patients struggle to help themselves, how to face your own mortal...
Black, B. P., & Chitty, K. K. (2014). Professional nursing: Concepts & challenges(7th ed.). St. Louis, Missouri: Saunders.
The purpose of this essay is to reflect and critically study an incident from a clinical setting whilst using a model of reflection. This will allow me to analyse and make sense of the incident and draw conclusions relating to personal learning outcomes. The significance of critical analysis and critical incidents will briefly be discussed followed by the process of reflection using the chosen model. The incident will then be described and analysed and the people involved introduced. (The names of the people involved have been changed to protect their privacy) and then I will examine issues raised in light of the recent literature relating to the incident. My essay will include a discussion of communication, interpersonal skills used in the incident, and finally evidence based practice. I will conclude with explaining what I have learned from the experience and how it will change my future actions.
Gardener, A., Hase, S., Gardner, G., Dunn, S. V., & Carryer, J. (2007). From competence to capability: a study of nurse practitioners in clinical practice. Journal of Clinical Nursing, 250-258. doi: 10.111/j.1365-2702.2006.01880.x
Reece, I. & Walker, S. (2007) Teaching, Training & Learning, A practical Guide (6th Edition), Tyne and Wear: Business Education Publishers Ltd.
Introduction The College of Nurses of Ontario (CNO) is the governing body of all registered nurses in Ontario and is regulated. The CNO provides expectations and guidelines to follow, which need to be met by each Registered Practical Nurse (RPN) individually. As a nursing student, I am taught about the CNO and the importance of referring back to the guidelines while caring for patients. While gaining experience in the nursing field through my clinical settings, I have realized as a nursing student there are areas I need further development in. In this paper, I will address two of my learning needs and my goals for each.
Burns, S. Bulman, C. Palmer, A. (1997) Reflective Practice in Nursing - The growth of the professional practitioner. London: Blackwell Science.
The ability to become reflective in practice has become a necessary skill for health professionals. This is to ensure that health professionals are continuing with their daily learning and improving their practice. Reflective practice plays a big part in healthcare today and is becoming increasingly noticed.
Reflection has its importance in clinical practice; we always seek to be successful and that can be achieved by learning every day of our life through experiences we encounter. In that way we can reconsider and rethink our previous knowledge and add new learning to our knowledge base so as to inform our practice. Learning new skills does not stop upon qualifying; this should become second nature to thinking professionals as they continue their professional development throughout their careers (Jasper, 2006). According to Rolfe et al. (2001), reflection does not merely add to our knowledge, it also challenges the concepts and theories by which we try to make sense of that knowledge. Acquiring knowledge through reflection is modern way of learning from practice that can be traced back at least to the 1930s and the work of John Dewey, an American philosopher and educator who was the instigator of what might be called ''discovery learning'' or learning from experience. He claimed that we learn by doing and that appreciating what results from what we do leads to a process of developing knowledge, the nature and importance of which then we must seek to interpret (Rolfe et al., 2001).
Coaching and mentoring are vital tools in developing the workforce, most especially in enhancing quality practices at the point of care, and also innovating these practices. According to Abiddin (2006), mentoring and coaching are factors which are vital in developing people in their professions. As such, these two are related with career and self development and professional growth (Abiddin, 2006). In line with this assertion, this paper will discuss about the current relevance of mentoring and coaching in nursing in today's healthcare; how it influences both healthcare and nursing; how it is integrated into clinical practice; and how it is used in the clinical setting.
As mentioned by Hunter and Arthur (2016), one of the main reasons I could maintain and improve my practice was due to clinical placements. During clinical placements we are frequently being assessed and taught in dealing with real situations. Feelings As learning is a lifelong process, I’m sure there are many things I need to improve and learn to better myself. However, the lessons I learned during the course as a nursing student shall always remain as a bedrock for my future development.
Reflection encourages the student to acknowledge and act upon their strengths and weaknesses in their ability to make clinical decisions (3). As the student reflects it allows them to focus their attention on areas where they have both succeeded and struggled in the clinical setting and apply direct relation to how much knowledge they have gained from the experience (3). Furthermore, whilst it also also allows the student the ability to pose questions, seek clarification of specific events, find meaning and discuss matters of concern and interest with their preceptors in their reflective writing (3). Nonetheless, it is not until the student has achieved the additional knowledge that they will fully understand the limitation of their own practice (3).