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This paper focuses on a reflection about being able to lead and teach lower year student nurses in the ward on how to do aseptic wound dressing using the situational theory of leadership and leadership behaviours.
The first stage of Gibbs reflective model is description (Peate, 2013: n.p). Student nurses are faced by a lot of challenges and nurse leaders given the role of teaching them must apply effective methods of leadership. My role involves leading and teaching lower year student nurses how to do aseptic wound dressings. In the process of teaching the student nurses, I observed that many of them had a habit of making excuses for poor performance, and also avoided responsibilities. In relation to the second stage of the Gibbs reflective model, which entails explication of feelings (Peate, 2013: n.p), I felt that the students needed to be more accountable of their actions and as a result shun away from giving excuses for their poor performance. Aseptic wound dressing requires a nurse to prepare well in order to avoid spreading infections to the wound (Nicol, Payne and Edwards, 2008: 1). The nurse students made me look bad and therefore I felt dejected.
The third stage of the Gibbs reflective model is evaluation (Peate, 2013: n.p). Personally, I felt that the student nurses were not doing their best in terms of following instructions. However, after discussing this issue with my colleagues, I found out that they were experiencing the same problems with their student nurses. Allen (2011: 159) asserts that mistakes are inevitable in the nursing field and failure to take responsibility leads to covering up of mistakes. In relation to the fourth stage of Gibbs reflective model involving analysis (Peate, 2013: n.p), the problem of student nurses failing to acknowledge their mistakes was largely contributed by my colleagues and I. Rather than feeling dejected by the students
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