Reflective Practice and Nursing Using Gibbs Model of Reflection - Essay Example

 Reflective Essay Using Gibbs Model of Reflection Reflective practice is one such a vital aspect as far as nursing management is concerned. More often than not, the reflective practice is guided by the model of reflection. In this respect, the reflective practice model is a framework upon which nursing, as well as management professions work (Jarvis, P, 1992). This model, as well serves as a structural framework and model for learning with the purpose of serving a profession (Crough, S, 2002). It is particularly quite applicable to various health related professions (Jay, T, 1995). It is indispensable that virtually all the portfolios of any practice would include a model of reflection since reflection is a tool that aids in determining the positives, negatives or a learning experience in the profession. As a practice that is widely impressed in the nursing profession, the reflective practice helps in highlighting the importance of nurses learning from experience after having thought about it, as well as relating the practical experience to approaches of the theoretical learning (Atkins, S, & Murphy, K, 2002). The most impressed model in nursing and clinical portfolio is the Gibbs model (1988). This assignment is a reflective essay that relates to my own views concerning the health promotion, the common value dilemmas associated with health promotion, as well as the values underpinning it. The assignment utilizes the Gibbs (1988) model of reflection in reflecting upon the health promotion activity that was undertaken in a certain secondary care setting. It looks at how operations are done using the case of a specific patient who had K-wires removed from his hand with some literature that supports the associated health benefits. It is vital to gain an understanding of the concept of health promotion as used in today’s environments. Health promotion helps one to empower and educate people in making lifestyle choices for the promotion of their health, as well as help in disease prevention. However, achieving this can be challenging especially where the individual health beliefs tend to differ significantly. According to Ghaye and Lillyman (2000) such a concept tends to change with demands. Health promotion is delivered by the health workers although it has increasing become politically driven being the nation’s health changes (Haddock, J, & Bassett, C, 1997). Strategies for health promotion can easily be influenced by the NHS financial demands. The Department of health reported over ninety thousand deaths yearly all of which are attributed to operation related errors alone (Boud, D, & Keogh, R, 2005). Following this, healthcare professionals are, therefore, tasked in assisting and motivating patients affected by some operation errors. The Gibbs (1988) model encourages a clear description of events, evaluation, as well as giving the analysis of the situation alongside the drawing of the conclusion in consideration of the relative information. For purposes of this essay, as well as for purposes of protecting the patient’s identity, I have made use of the pseudonym Amos. By doing this, I have complied with Nursing and midwife Council (NMC) that states that all people are entitled to right of confidentiality (Chesney, M, 2003). Description. I was a student nurse working in an exceptionally busy medical ward when the health promotion activity did occur. The learning outcomes for this placement to me were mainly admission, discharging of patients, as well as taking part in health promotion activities. During my first week of my first placement, I was tasked with observing and assisting in the removal of K-wires from the hand of Amos. This is because my supernumerary status, gave me an allowance to have a more patient dedicated time that attributed to this event. Amos was young, foreign and with nobody accompanying him. Amos was frightened of the operation procedure, and he thus asked me about the details of the extent the operation would hurt and how long it would take. I was not able to respond to him because I had not seen the whole procedure before, but I was able to comfort him. Feelings It was a lifetime humbling experience, which made me feel helpless in the situation because I could not explain anything to the patient that could allay his fears. I honestly felt I was not that prepared for the discomfort Amos was experiencing. I was quite relieved when it was then over. Evaluation I was quite happy to have had a chance to be a support for Amos when no one else was there to offer comfort to him, but I felt that I was at a loss because of my lack of knowledge. Analysis. I can realize that I was supposed to have asked the nurse whom I was assisting more concerning the procedures before I went in to extend my help to the patient. I feel I could have helped in solving the situation through asking trained nurses to provide the patient with more information. Conclusions This experience has been a learning experience for me since it has taught me to be always aware of procedures before I make a decision of extending my helping hand, or otherwise I would not be of use to the patient who has a question. I have come to learn that often I rush into situations and find myself to be feeling uneasy whenever there are deficits in my knowledge. Action Plan. In the future I intent to seek knowledge concerning health promotions and health interventions before I go ahead and provide my assistance. I will seek to allay the fears of the patient wherever possible. This reflection was an immensely valuable contribution to student nurse practice because it highlighted issues, which were not apparent beforehand. This enables such issues to be learnt. In conclusion, the essay has clearly shown that health promotion, evidence-based healthcare, clinical governance, health effectiveness, as well as a reflection all constitute a practice. Additionally, it can clearly be seen that a relationship exists between health promotion, the common value dilemmas associated with health promotion, as well as the values underpinning the health care promotion. Health promotion implies valued improvements in quality of the patient health care while ensuring the patient needs are met and treated as individuals (Kolb, D, 1984). Using the Gibbs (1988) as a reflection of health promotion contributes immensely to the practice by ensuring nurses’ question their care in seeking better ways to work for the benefit and safety of the patients. References Atkins, S., & Murphy, K., 2002. Reflective Practice. Nursing standard, 8(39), pp. 67-70. Boud, D., & Keogh, R., 2005. Reflection: Turning experience into learning. New York: Kogan. Chesney,M., 2003. Sharing reflections on critical incidents in midwifery practice. British Journal of midwifery, 4 (1), pp.8-10 Crough, S., 2002. Critical incident analysis. Nursing, 4(39), pp.42-47. Ghaye,T., & Lillyman, S., 2000. Learning Journal and Critical Incidents: Reflective Practice for health care professionals. Dinton: mark allen. Gibbs, G., 1988. Learning by Doing: A guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Brookers University. Haddock, J., & Bassett, C., 1997. Nurses’s Perceptions of Reflective Practice. Nursing Standard. 11(32).pp.42-46. Jarvis, P., 1992. Reflective practice and Nursing. Nurse Education Today, 12, pp. 178-186. Jay, T.,1995. The use of reflection to enhance practice. Professional Nurse, 10(9), pp.672-683. Kolb, D., 1984. Experiential Learning: Experience as the source of learning and development. New Jersey: Prentice Hall. Read More