Reflection in Nursing Assignment

Reflective writing using DRISCOLL reflective model.Reflecting on a problem-based learning which is attached.
Chosen skill = delegating effectively
Must be level 6 academic writing

 

Reflection and reflective practices are the abilities that enable an individual to examine and make relevant actions based on past experiences. Reflection is one of the most significant components of the nursing curriculum and Practice (Horton-Duesch & Sherwood, 2008). Through reflection, nursing students and practitioners can review each element of their training and can hence learn from their experiences and practices. Reflection equips nurses with sufficient knowledge and skills at a personal level. Theknowledge and skills can, therefore, be used to expand professional and learning opportunities available during learning or practice processes(Kelly et al., 2017).

A vast wealth of studies have revealed that reflection writing in nursing has several benefits and limitations. Reflection improves the professional connection between nurses or learners with their mentors and further gives nurses the confidence to learn from what they already did in the past. Besides, nurses can use reflection as a technique to gather knowledge that will help them improve their quality of care. Reflection creates a practice-based knowledge which can improve nurse’s patient handling technique. Kelly, et al., (2017) also outlines that reflection enhances a clearer thinking for nursing practice, help them build on their characters and personal values, and enhance nurses’ rapport. Reflection in Nursing Assignment

 

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However, studies have also registered certain limiting factors that reefletion in nursing learning and education. The first issue is that reflective practice ca reveal specific flaws in traditional practice, which may inform negative uniqueness and lower self esteeem. Additionally, the process of reflecting is time consuming(Corrall, 2017). This is such because nurses may experience difficulty in conducting proper reflection as the process requires calm environments and ample time. The strict schedule of nursing praticians might pose challenge to the effectiveness of nursing. Lastly, reflection is limited in the sense that it involves too much self critiquing. Focus on one’s mistakes may have far-reaching on self-esteem and confidence.

Choice of a Reflective Approach (Driscoll’s reflective cycle model)

We settled on Driscoll’s reflective cycle model (1994) to guide users through the examination of the group’s experiences during this PNL project. Driscoll’s reflective cycle model encompasses three critical processes used in nursing reflection (Corrall, 2017). The methods analyze and answer the questions “what happed” (the feelings and the experience), “so what” (what was the specific feeling about what happened) and “Now what” (what would you do if what happened happens again”(Hernandez et al., 2015). The Driscoll’s reflective cycle serves as a useful framework for the establishment of one’s abilities to conduct a proper examination of their nursing skills and hence evaluate the ones that have more potentials to improve nursing learning, Practice, and health promotion (Freshwater et al., 2017). This model is, more likely to conform to the goals of our purposeful reflection to learn from the Practice and apply what is absorbed into our future Practice as nursing managers (Tesh, 2017). Reflection in Nursing Assignment

The effectiveness of using Driscoll’s reflective model in conducting thoughtful nursing projects is that it helps nursing learners and professionals to adequately transition skills into Practice (Hernandez et al., 2015). The model serves as a useful framework for the establishment of one’s abilities to conduct a proper examination of their nursing skills. So said, this model I the most effective approach for this reflective project since it will help each group member to evaluate the skills with higher potentials to improve nursing learning, Practice, and health promotion (Venturato, 2015). However, despite its advantages, Driscoll’s cycle model does not entirely build on reflecting one’s experiences as could be appropriate. Limited reflection of experiences in all dimensions will also limit one’s capacity to evaluate their skills based on their experiences and convert them to practice.

Problem-based learning (PBL)

On the other hand, Problem based learning projects utilize the inquiry model, also known as Problem-solving model. This project was such that students learn and make specific choices from their experiences of solving problems that have multiple approaches   Sayyah, et al., 2017). Our project focusses on a production model in which an issue with a complex task and a variety of options involved. In this project, students were required to identify a specific problem at the group level in which every member resonates and possesses interest (Modanloo et al., 2010). While exploring the identified Problem, students are also required to state the elements known about the identified Problem, define the specific issues within its constructs research existing knowledge. Problem-based projects aim at assisting nurses in practicing procedural and collaborative Problem-solving capacities as they enter into the nursing profession. (Koleini, et al., 2003) The specific goals of this PBL project are to assist students in developing flexible identification of knowledge, acquiring SDL skills, collaborative skills, and gain intrinsic motivation (Zhang, 2014).Reflection in Nursing Assignment

The skills addressed in this project were selected from the variety of nursing managerial skills present in the nurse manager skills inventory. The nurse manager skills inventory (NMSI) is a tool from which nurse managers and their supervisors identify and capture the skills and behaviors required of a professional nurse manager (Flatekval, 2017). Our group members agreed on effective delegation of duties as the group’s skill and upon which the entire project lies. Delegating effectively is one of the primary skills highlighted by the nurse manager skills inventory (NMSI), and upon which proper managerial duties of nurse managers is pivoted.

The acquisition and development of practical delegating skills demand sophisticated clinical judgment and the entire accountability to patients and their care (Yen et al., 2018). Today, nurse managers require sound delegating skills to understand the nature of tasks to be delegated to LPNs, nursing assistants, or nursing students in Practice (Frambach et al., 2012). Through practical delegating skills, care provision can be more efficient, less stressful, and more centered on the needs of patients (Weydt, 2010). Since nurses are entirely accountable for the safety and comfort of their patients, prioritizing on duties, and delegating effectively is critical in achieving such threshold (Shin & Kim, 2013). This project presents our group members with the opportunity to explore and experience the practical delegating skills in nursing and give a chronological account of events that guided the entire project. Reflection in Nursing Assignment

Allocation Activities

Practical delegation skills in nursing management and incorporates a combination of activities aimed at making health care productive and successful. Assessing and planning the requirements and goals of nursing, and organizing the provision of pre and post-operation care are some of the most outstanding duties in unit nursing management (Murphy et al., 2004). Such activities aim at enhancing responsible and ethical management of nursing care to patients, organizing the events of all nursing staff within the unit and allocating the necessary resources towards achieving the goals of nursing (Eldridge, 2014). In an overview, nursing management requires one to oversee patient care, initiate budgetary decisions, set working schedules, and coordinate a seamless transition of shifts among nurses.

For this reflection project, we used the allocation activity as our PBL situation. This PBL aimed to assess our abilities to allocate nursing students and nurses to patients. In so doing, we would ensure that each of practices the concept in all its dimensions such as observing the nurse-patient ratio and aligning allocation to each of the nurses’ specialties (American Nursing Association, 2011). Most importantly, there was a need to assess our abilities to ensure that each of the nurses directs maximum attention and dedication to the safety, comfort, and care of theirassigned patients. Establishing and a low patient-nurse ratio, maintaining mobility of nurses, and establishing close supervision is the basis of standard nursing allocation. Federal allocation policies mandate a 1-to-3 nurse-to-patient ratio in all intermediate care patients units, the 1-to-1 ratio for active labor patients and patients with obstetrical issues and a 1-to-6 ratio for uncomplicated birth as well as a 1-to-4 ratio for surgical patients (Mueller & Vogelsmeier, 2013).

At the beginning of the module, I had rated myself as a two. This is because I lacked proper delegation skills. Wed, (2010) outlines the ability identify and allocate the right tasks to the right nurses, determining the right circumstances for delegation, right individuals and the correct means of communication for commission as the aspects of nursing that promote effective delegation. Despite my vast theoretical knowledge on the importance of delegation, I did not possess the proper practical capacity to carry out effective nursing delegation practices. Through the PBL project, I learn to practice the five rights of nursing delegation. I also learn that through delegation of nurses to employees, the delegate will acquire abilities to accept responsibilities, and learn to undertake the activity and interventions. Reflection in Nursing Assignment

Driscoll model of reflection concerning the PBL activity

Driscoll model of reflection analyzes and answers the questions “what happed” (the feelings and the experience), “so what” (what was the specific feeling about what happened) and “Now what” (what would you do if what happened happens again” (Hernandez, et al., 2015). The hospital within which I was the newly qualified staff nurseconsisted of a total of six professional registered nurses. Three of the nurses were band five nurses (Clare, Jaye and I), one band six nurses (Paula), and one band four nurses (Beryl). The team of nurses also included two student nurses (James and Karen). Junior Sister Paula is a trained PLS nurse while Clare is a PLS & Trachea Trained senior staff nurse. I occupied the position of the newly qualified staff nurse who also combined as the nurse manager to take care of schedule. Beryl is an experienced registered nurse. James and Karen are both on their nursing student placement program. James is in his third year, taking his last placement while Karen is on the second year, making his first nursing placement.

I was the newly qualified staff nurse in the facility, working directly under the supervision of Paula. NQSN was assigned to most of the work and much of the mobility within the hospital. I was assigned to Jessie, a 16-year old patient who was diagnosed with self-harm and had been previously admitted, absorbed, and readmitted the previous night. He was placed at Nemo. I was also assigned to Carmen, a seven-month patient diagnosed with CF with FTT; he was to review feeding and further tests and was placed at Nemo. Another patient to whom I was assigned was Ben, a 15-year old patient diagnosed with one-day post-operative appendectomy IV morphine and IV AB ad placed at Bruce, a bed space adjacent to Nemo. The last patient that I was assigned to was Steve, a 16-year old Asthmatic patient who was newly admitted and put under two-hourly nebulizers.Reflection in Nursing Assignment

There are more fourteen patient in all the wards of the hospital suffering from a wide variety of complication and hence demanding different types of care delivery. Clare was allocated toSabiha, a 7-year old child who had been admitted with Asthmatic-chest infection and needed two nebulization of salbutamol each hour. Clare also handled Oscar, a three-year-old who had D & V – IV fluids running for the last twenty hours. Clare was also assigned to David, a three-year-old patient diagnosed with Tracheostomy and Chest Infections David had his oxygen therapy discontinued due to incorrect response. He currently undergoes regular suction and IV AB medication. Clare’s allocation was because she is highly trained and experienced in handling tracheal complications, and also because bed spaces Coral and Dory from where she operated were adjacent to each other. For this reason, communication and patient monitoring would be smooth.

Paula was assigned to be in charge of the rest of the nurses in that particular unit. Her duties were to ensure that each nurse was comminuted to their assigned tasks and that all the resources needed for care delivery were supplied in time. She would also see the minimum, friction among nurses, ensuring that all changes and developments were communicated according to standards and procedures. Paula wasallocated to Olan, a 6-year old patient diagnosed with and recovering from Post tonsillectomy and just awaiting discharge. She also was assigned to Chrissy, a 5-year old asthmatic patient awaiting release and Theo, a five-year-old patient diagnosed with Cellulitis in the left leg and put under pain relief and antibiotics medication. She would operate from Nemo and Coral, where she would pass through Dory and Bruce to supervise the progress of other nurses. Reflection in Nursing Assignment

Skill Development

Through my placement at the facility, I gained a vast expanse of skills to which I can harness towards professional progress during my Practice. As a newly qualified staff nurse, I developed practical skills of showing compassion, self-confidence, and analytical skills while handling different patients with different complications (Solvik & Struksnes, 2018). I also acquired and improved my capacity to practice proper communication skills within the nursing context. This is because it was required of me to give consistent feedback on patient progress and response to medication and therapies. I learned how to establish collaboration with my patients to create SMART goals to guide my care delivery. The goals helped me acquire insight into the daily patient routine and to develop confidence in my care delivery to them (Stonehouse, 2018). Most importantly, I picked up new interpersonal skills such as Problem-solving skills and strictness to the idea of time management (AnneFelton & JanRoyal, 2015).

After this project, my skills on effective delegating has gone up to 4. I observed severally the consistent of the facility to delegating protocols to the five guidelines that inform professional delegation of nurses to patient care. The five rights of nursing delegation illustrate that a sufficient identification of the “right” person for the “right” task in the “right” circumstances using “right” directions and communication and followed up by the“right” supervision and evaluation procedures (Barrow & Sharma., 2019). The specifics of the client needs to inform decisions on the nature of the person and the capacity of the individual to who it is assigned (Hopkin et al., 2012). A person’s skills to perform specific patient-oriented tasks depends on the manger’s capacity to assess the person’s education, skills, and experience.Reflection in Nursing Assignment

Even after making considerations and assigning duties to specific nurses and initiating appropriate means of communication and direction, nurse managers ought to identify and apply adequate supervision of the quality of care provided (Gravlin & Bittner, 2010). The manager maintains consistent communication of directions, changes, and concerns. Communication also helps the manager to organize and synchronize workload with the given schedule to keep a seamless and less time-consuming transition of shifts (McMullen et al., 2015). However, for the effectiveness of all these, managers need to perform a practical evaluation of each staff member capacity and time management skills to ensure timely and high-quality care delivery.

This Problem-based learning project proved essential both for my personal and professional skills. The PBL project was effective at assisting me in acquiring, learning, and practice procedural and collaborative Problem-solving skills. The specific goals of this PBL project are to help students to develop flexible identification of knowledge, acquire SDL skills, collaborative skills, and learn intrinsic motivation. As I get into the professional nursing career, both personal and professional competences acquired in this project will help me implement health care delivery based on compassion and competency. SMART goals of nursing helped me to establish collaboration with my patients to create SMART goals to guide my care delivery. The goals helped me acquire insight into the daily patient routine and to establish confidence in my care delivery to them. However, if not checked, SMART goals could lead to achievement addiction and failure of critical goal-setting skills.Reflection in Nursing Assignment

My short term SMART goal is to ensure that I record and document each progress that I make at my working place so as to ensure that I meet the expectations of my job description every year of practice. In the medium term, I target to complete preceptorship programmewithin the first year after qualifying for practice. However, in the long-run, my goals are to focus on professional development and grow the skills necessary for my position so that I can begin to grow my annual salary gradually.

Specifically, I will develop the delegation responsibilities by enhancing my self-belief, and therefore, the rest of my leadership skills as a QNQ nurse. In order to measure the level of these competences, I will gauge these competences by reflecting and developing on the feedback made by my supervisors from this experience. An evaluation of my own strengths and abilities will help me understand the self-belief and delegate skills. Delegation and self-belief will important components of my leadership as a NNN because they supply strong sense of belief which makes other nurses under my supervision able to follow my lead. My leadership capacities will rely on my abilities to prove my confidence by extending responsibility and the ability to coordinate shifts and staff in healthcare delivery. Achieving these qualities will place me in a better position to command great health care delivery. Reflection in Nursing Assignment

As a developing and newly registered nurse, the experience that I accumulated from the PBL project will go a long way in equipping me with both personal and professional skills needed for nursing. The practical delegating skills that I have gained will enable me to demonstrate superior nursing management skills with strict alignment to the principles of health care promotion. Learning about the Driscoll’s reflective cycle model has also equippedwith the capacity to evaluate my experiences from all the aspects of Practice. I have learned how the “five rights” concept of effective delegating in nursing and health care can be applied and how it impacts on the efficiency and quality of healthcare delivery. I believe that the abstracts of this project will compel me to become a professional nurse manager through the application of proper healthcare delegation procedures

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