Critical Exploration by Using Gibbs Model - Essay Example

Critical Eexploration by Using Gibbs Model Institution: Introduction Gibbs’ model (1998) is a round process of reflection where a medical practitioner must not only refer to the know-how but take in an assessment and examination of how they felt throughout the experience. This inspection of the emotions accompanying the circumstances allows a doctor to make sense of the status quo and come to an assumption of what else needs to be done, or what other possibilities could have been considered. The chief characteristic of Gibbs’ model is the concluding stage whereby an Action Plan is put into words to inspect what activities would be done if the situation is faced again. A 2nd year student is practicing as a nurse at a hospital. The girl is very sweet, caring and loving towards her patients. She is always up to help other staff members with a smile. However, she has trouble in being able to prioritize and co-ordinate the attention needs of patients that we both have duties for. She also seems to lack confidence in her nursing skills and has teething troubles in linking theory to practice. Result of the study reveals that the girl needs to understand what she wants to achieve. In this case, it is very obvious what she wants to achieve but she is not sure how to achieve it. The consequences of not prioritizing her duties make her more frustrated and annoyed and at the end of the day, nothing is achieved the way she wants to achieve it. It is also expected that some of patients end up saying that want a different nurse to take care of them. As frequently does not complete the instructions given to her by these other staff and leaves the care given to patients unfinished. At the second stage of the Gibbs model, it can be said that the girl needs this practice because she want to end up at some great hospital but if she continues to give such results that is poor practices, poorly set priorities it is giving out a bad image of her and the further recommendation for her are at stake. The student for sure feels the responsibility she has but as a amateur she is finding difficulties in some areas and usually panics. She needs someone to guide her for at least a week so that she improves her practice and give satisfying results. However, the good part is the girl is willing to help. She wants to be someone and never refuses to work. In short, the girl has proved to be a very hard working dedicated worker but needs to manage things a little more. Most nursing students will attain the expertise criterions they need to catalogue but tutors may be faced with an apprentice whose presentation is scrawny. Despite the fact these may be in the marginal, proof suggests for mentors it can be one heck of duty (Duffy, 2007). Failing students may respond in numerous ways and this should be a matter of thoughtfulness for mentors. Although it is not likely to foresee students’ retorts, the necessity to plan additional time for these circumstances is clear. Gomez et al (1998) suggested students may need time to suffer for the cost of a particular dream. They will want time to digest the genuineness of it and to discourse their state of mind with mentors. An initial assessment needs to be done for the starters. The objective of the initial assessment is to encounter and discourse the wants and outlooks of the assignment. This is at times referred to as the ‘orientation’ and is an influential assessment. In addition to bringing into the light the student with the surroundings, it is an imperative meeting to converse education needs and at times precise education hitches. Action plans/individual growth plans/knowledge contracts would be settled coordinated with the higher schooling institution’s clinical assessment documentation. Then comes the mid-point assessment, which in this case, seems to be the solution. This assessment is the solution in this case because this interview highlights the progress of the student and the student gets the idea of, if, he is failing what the reason is and how to overcome the failure. Extensive, Constructive feedback will make the girl improve her work. It should be made clear to her first thing that she needs to do is be on time. Then attend the patients who are more in need of care or she could set time of seeing patients and the time she will spend attending the staff needs. It is crucial that she knows the areas of her weakness and she should be open to a mentor of if she panics if she is given some work. Failing students can have emotive costs for the entire group. A mentor in Duffy’s (2007) study defined a failing student who went behind her back to other groupies, in an effort to assembly backing for her opinion of her training. Consequently, along with having to survive with the sensitive reaction of the apprentice, mentors possibly will have to deal with bitterness within the group. The best way for a person to learn depends on how willingly one is ready to learn. According to the article “Understanding Different Learning Styles” people learn from different learning styles. New, amateur students might prefer to work in groups to achieve better results. Some learn best by listening while others need visual aids. And some are tactile learners, who learn from hands-on experience while most students learn greatest when there is a reasonable sequential, described lesson that offers the objective and methodical steps to do the placement. Conclusion: In this case, the girl needs a systematic way of learning her job. She needs to be told what to first and what needs to be done later. To help this failing student, it is important to give her aids like may be printed guidelines to help her make her decision. The girl has very limited or slow decision making power accompanied with slow working time. Top it off, the girl is very inexperienced and confused, she is unaware of the fact that leaving a patient in the middle will give her a bad mouth word going around in the hospital. Action Plan: According to Jasper (2003), if after giving the girl proper detailed outlines she still fails to do best at her job, it is important she be given a strict supervision to help her out with her decision making. Moreover, a few more studies can be conducted in a more representative way to help her better understand the experiments. This will for sure increase the excellence of patient care and encourage harmless practice. References: Atashili, J., 2011, Nurses and challenges faced as clinical educators: a survey of a group of Nurses in Cameroon, access, vol.8, available at http://www.panafrican-med-journal.com/content/article/8/28/pdf/28.pdf [Accessed on October 22, 2011] Duffy, K., 2007, Supporting failing students in practice, NursingTimes.net, available at http://www.nursingtimes.net/nursing-practice/267531.article [Accessed on October 22, 2011] Gibbs, G., 1988. Learning by Doing: A guide to teaching and learning methods. Available at http://latrobe.libguides.com/content.php?pid=177292&sid=1591490 [Accessed on October 22, 2011] Jasper, M., 2003. Beginning Reflective Practice – Foundations in Nursing and Health Care, available at http://www2.hud.ac.uk/hhs/staffsupport/lqsu_files/Gibbs_Reflective_Cycle.pdf, [Accessed on October 22, 2011] NDT Resource Centre, n.d. Understanding Different learning styles, available at http://www.ndt-ed.org/TeachingResources/ClassroomTips/Learning_Styles.htm [Accessed on October 22, 2011] Read More