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MY REFLECTION ON THE CORE COMPETENCE IN MEDICAL PRACTICE MODULE
Knowledge is continuously derived and analyzed from the experience of learners validating the truism that experience is the best teacher (Kolb, 1984). The aim of this module was to assist international students improve their communication skills which is key to a successful medical practice. This essay examines my journey through the module, sums up my experience and highlights its relevance to my career.
The module composed of seven classical themes, consisting of topics such as Gibbs cycle, language for debates, changing NHS culture, mind maps, leadership for academic skills, communicating in difficult situations, health education, presentation skills, etc. A presenter’s appearance
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Our first lecture heralded the beginning of theme one. Communication-anxiety is a challenge new student’s face (McCroskey, 1970). Initially, I was apprehensive at the beginning of the lecture due to culture shock and the challenge of acclimatizing to a new environment. However as we began to interact my initial fears were allayed. We shared experiences about our trip to the UK and had a lecture on Gibbs reflective cycle. Gibbs cycle is a theoretical model of reflection (6 steps) in which one step informs the other steps (Gibbs, 1988). In theme two, we learnt about how culture affects health care and the changing NHS culture (Francis report). The report was an inquiry into the Mid Staffordshire NHS scandal. Francis (2013) concludes that there should be a true commitment by all those who work in the NHS in ensuring that the patient comes first. The need to choose a culture of learning, safety and transparency were the key summary of the inquiry. Furthermore, we looked at leadership qualities, reflected on our individual leadership qualities, had a debate on ward rounds and learnt some medical idioms. Theme three emphasized on ideas for academic writing which involved how to plan an essay and mind map. Mind mapping is a diagrammatic way of expressing thoughts on any particular subject which involves placing the main topic at the Centre and branching main ideas that relate to the central topic (Buzan, 2013). My colleagues and I participated in the various exercises and group work presented. Mind map is a collaborative learning tool (Budd
The Open University (2010) K101 An Introduction to Health and Social Care, Unit 8, ‘Developing Skills in Communication’, Milton Keynes, The Open University.
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.
A university class had watched a video on communicational skills. Subsequently, the students were asked to compose an essay based on several themes displayed in the video. The topic of this essay will revolve around the advantages of therapeutic relationships. This essay will evaluate the effectiveness of therapeutic relationships, effective communication correlating to this, and the benefits it has for the patients. In addition, the ANMC competencies will be assessed and 3 topics from a particular domain will be chosen which are believed to be the most relevant.
A key technique current and nurses in learning can use is reflection based on past experiences. This method of critical thinking enables the user to have an approach of systematic analysis for present and future scenarios with the intent of improvement. In terms of knowing, reflection has appeared to be a crucial part of learning and understanding. (Bonis, 2009).
After meeting with our patient twice, I believe we have set into place a relationship where the patient is very open to us about her health. This is helpful for my partner and I as an open and honest patient is beneficial as we assist them in their health. Goals for next semester include reducing our patient’s blood sugar as well as reducing our patient’s fibromyalgia pain. Our patient has expressed to us that her glucose is high but she is ok with the high number as long as she is feeling relatively healthy. We hope to give practical ways to reduce blood sugar throughout next semester so hopefully we can reduce that number by semester’s end. Our patient is going to see her physician soon, so we hope to get an update on the patient’s fibromyalgia
Reflective practice is a process of thinking and critically analysing one’s experience to improve professional practice. Reflection on nursing situations not only promote the nurse’s professional development but also improve the quality of nursing care to patients (Gustafsson & Fagerberg 2004). According to Dolphin (2013), reflection process consists of systematic appraisal of events and examination of its each component to learn from the experience to influence the future practice. Though there are many models available to structure the reflection, I have chosen Gibbs model (1988) as it follows specific steps in a systematic way in reflection process. And also, this model emphasises the role of emotions and acknowledges the importance of emotions in the reflection process. This is a simple framework and this assignment will follow the headings as per this model. The incident I will be reflecting
...ssional Development in Health and Social Care: Strategies for Lifelong Learning: Oxford, GBR: John Wiley & Sons, Ltd, Publication
This reflective essay will discuss three skills that I have leant and developed during my placement. The three skills that I will be discussing in this essay are bed-bath, observing a corpse being prepared for mortuary and putting canulla and taking it out. These skills will be discussed in this essay using (Gibb’s, 1988) model. I have chosen to use Gibb’s model because I find this model easier to use and understand to guide me through my reflection process. Moreover, this model will be useful in breaking the new skills that I have developed into a way that I can understand. This model will also enable me to turn my experiences into knowledge that I can refer to in the future when facing same or similar situations. Gibbs model seems to be straightforward compared to the other model which is why I have also chosen it. To abide by the code of conduct of Nursing and Midwifery Council (NMC) names of the real patients in this essay have been changed to respect the confidentiality.
The case study focused on a nursing student named Jane, who described how she “absorbed her patient’s emotional trauma like a sponge” (Rees, 2012, pg. 321). Through reflective practice, Jane claimed she was able to “deal with the emotional challenges such as fear she frequently felt in practice” (Rees, 2012, pg. 321). Dr Rees findings established how reflection can help nurses manage their emotions, in order to help the individual gain strength to overcome emotions brought about by the practice of nursing. Clearly reflective practice assists a nurse in being a success throughout their
Throughout my final ten weeks at my placement, I have grown and overcome so many obstacles. I have accomplished a wide range of skills since the beginning and have been improving on them as I gained experience. At my placement as a student nurse, I have gained a lot of confidence, skills, knowledge and experiences that have helped me act and work in a professional way. All the experiences I have had during the ten weeks of my student years have helped me in shaping me into a professional.
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).
To approach this essay reflectively, it is necessary to choose an appropriate model for reflection. Various reflective models are proposed in literature such as John’s Model for Structured Reflection which utilizes reflection based on student and supervisor collaboration. Another is Rolf’s Framework for reflective practice which allows the student to reflect independently. (Johns, 1995; Gibbs, 1998). While these two model’s are recognised and accepted throughout the health care industry, the most widely represented reflective model is that provided by Dr. Graham Gibbs (Gibbs 1998). Specifically, stage one of Gibb’s Reflective Cycle describes the event, stage two required the student to analyse their feelings surrounding the event, stage three evaluates the pros ...
The term reflection means the examination of personal thoughts and actions. For nurses this means focusing on how they interact with their colleagues and with the environment to obtain a clearer picture of their own behaviour. This means it is a process in which a nurse can better understand themselves in order to be able to build on existing strengths and take appropriate future action (Somerville, 2004). Reflection is a way to bring your own intuition along with empirical knowledge together. Reflective practice in nursing is guided by models of reflection. Reflective practice model serves as a framework within which nursing or other management professions can work. Reflective practice model is also a structural framework or learning model that serves the purposes of a profession and is particularly applicable to health related professions. Reflective practice enables practitioners to learn to value themselves as significant people with values and feelings that are important factors in giving care. Whilst reflective practice allows the nurse to recognise the value of their experiences, they may also need support to work through a difficult situation. This is where reflection aids nurses in dealing with these challenging experiences (Johns, 1995). Reflection on experience offers nurses the opportunity to reflect on caring in practice in ways that its nature can be understood, where the skills necessary for effective caring can be developed and most significantly, where the values of caring for people can be highlighted, both to the individual nurse and the world in general (Johns 1996)
This week’s clinical experience has been unlike any other. I went onto the unit knowing that I needed to be more independent and found myself to be both scared and intimidated. However, having the patients I did made my first mother baby clinical an exciting experience. I was able to create connections between what I saw on the unit and the theory we learned in lectures. In addition, I was able to see tricks other nurses on the unit have when providing care, and where others went wrong. Being aware of this enabled me to see the areas of mother baby nursing I understood and areas I need to further research to become a better nurse.
Most of us might thought that doctors are equipped by their medical education with the ability to treat disease and the training to smoothly comfort the dying. However, in her book, Dr. Chen shares with us the ironic reality that thorough medical education and culture not only does not prepare doctors for inevitable death of some of their patients but shun the confrontation with death almost completely (Chen, 2007). When it comes to facing death, physicians are just as at a loss as the rest of us. Dr. Chen explores the phenomenon that doctors avoid talking about death among patients as well as themselves by sharing her clinical experiences. She was particularly inspired when she witnessed a break with tradition: one doctor tried to console an elderly woman whose husband is dying and stayed with her by the side of the bed instead of just closed the curtain and left family members along with their dying relative (Chen, 2007). That scene of compassion and humanity, in the midst of machine beepings and buzzings, was an excellent example to show what physicians can do when nothing can be done. And when a doctor opens to confronting his own fears and doubts, he will be ready to prepare his patients for the "final exam". Therefore, self-reflection and dialogue is something a physician can do beyond cure, and it is also what Dr. Chen really wants to tell us about.