Gibbs reflection example v2 PDF

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Summary

Download Gibbs reflection example v2 PDF

Description

ASSIGNMENT GUIDELINES - Due Week 8 Assessment Type

Reflective Writing

Learning Outcomes

Describe and demonstrate the principles of undertaking a physical assessment. Accurately collect and record derived health data to differentiate between normal and abnormal findings. Describe the principles of safe manual handling and demonstrate the ability to maintain safe body mechanics when undertaking patient care. Describe the nursing care principles underpinning selected patient care skills and perform them in a manner which is culturally and developmentally appropriate for the patient.

Task Description

Please reflect on two of the following components for the clinical skill conducted during Week 7’s workshop. Video the team conducting vital signs include: • ISOBAR handover • Infection control • Manual handling principles • BP, and/or pulse • Documentation • Communication skills For instruction on how to record your practices and retrieve your recording please see information provided below.

Video recording

How to record using the Intelligent Video Solutions or VALT? • Step 1- Go to ‘Bed Panel’ & press record (red button) • Step 2- Select ‘Practice Session’ • Step 3- Input details- name, course (NPU1101) & Student ID • Step 4- Press stop recording • Step 5- Using google chrome, on campus login to your VALT account https://snmwards.ecu.edu.au • Step 6- Go to review, click on options & download into documents • Step 7- Go to downloads & copy/drag into your USB

Written Format

Follow Gibbs reflection, an example has been provided. For this reflection you are required to reference your experience. Please provide a refection following the Gibbs cycle. • 750 words ONLY • Assessment is worth 30%

Submission

Submit through Turnitin, once you have received your feedback and grade then you can submit this reflection through Pebble Pad via the Eportfolio.

Marking guide

A marking guide has been provided; this follows the information provided throughout the Gibbs reflection example.

GIBBS’ MODEL FOR REFLECTIVE WRITING Description In this section, you need to explain what you are reflecting on to your reader. Briefly describe the event as objectively, accurately and concisely as you can. What has happened? Who was involved? Where did it happen? Do you intend to focus on the structure, process or outcomes of care? Perhaps include background information, such as what is it you’re reflecting on and tell the reader who was involved. It’s important to remember to keep the information provided relevant and to-the-point. Don’t waffle on about details that aren’t required –if you do this, you’re just using up valuable words that you’ll get minimal marks for.

Feelings Discuss your feelings and thoughts about the experience. What are your thoughts... at that time? afterwards? What are your feelings or emotions, both positive and negative...at that time? afterwards? Consider questions such as: How did you feel at th at time? What did you think at that time? What did you think about the incident afterwards? You can discuss your emotions honestly, but always make sure to remember that this is an academic piece of writing, so avoid ‘chatty’ text.

Evaluation For your evaluation, discuss how well you think things went. Were things satisfactorily resolved? Perhaps think about: How did you react to the situation, and how did other people react? What was good and what was bad about the experience? If you are writing about a difficult incident, did you feel that the situation was resolved afterwards? Why/ why not? This section is a good place to include the theory and the work of other authors–remember it is important to include references in reflective writing.

Analysis In your analysis, consider what might have helped or hindered the event. What were the factors that affected the outcome? Can you explain the event? Why did it happen? How did it happen? You also have the opportunity here to compare your experience with the literature you have read. This section is very important, particularly for higher level writing. Many students receive poor marks for reflective assignments for not bringing the theory and experience together.

Conclusion In your conclusion, it is important to acknowledge whether you could have done anything else. What you have learned from the experience? Consider whether you could have responded in a different way. What might have been some alternative actions or approaches? What might you have done differently (even when things went well)? Could negative events be avoided? Could positive events be made more effective? If you are talking about a positive experience...discuss whether you would do the same again to ensure a positive outcome. Also

consider if there is anything you could change to improve things even further. If the incident was negative...tell your reader how you could have avoided it happening and how you could make sure it doesn’t happen again.

Action plan Action plans sum up anything you need to know and do to improve for next time. What will you do if you encounter this kind of situation again? What will you do in the future to increase the likelihood of similar positive outcomes and minimise the likelihood of similar negative outcomes? What do you need to learn? How might you learn this? Perhaps you feel that you need to learn about something or attend some training. Could you ask your tutor or placement supervisor for some advice? What can you do which means you will be better equipped to cope with a similar event?

Gibbs, G. (1988). Learning by Doing: A guide to teaching and learning methods. Oxford Polytechnic Further Education Unit.

Description The week 5 workshop required us to perform a physical assessment on a patient. After an ISOBAR handover, another student nurse played the role of the patient and allowed me to measure vital signs (temperature, pulse, respiratory rate, blood pressure, and oxygen saturation). The measurements were recorded on an observation chart to prepare for another handover. This reflection will focus on my ability to handover effectively, and where I went wrong taking a patient’s temperature.

Feelings Performing handovers each week has been somewhat daunting, especially having to read back. Listening and separating the important information from the rest of the dialogue is challenging. Similarly, listing the relevant details in my own handover did make me second guess myself. I honestly gave no real thought to measuring temperature. I thought it’s a simple process – put a thermometer in someone’s ear and press a button. I can put something in my own ear and know when it hurts but doing that to someone else without hurting them made me anxious.

Evaluation The first handover was bumpy, when reading back to my partner I missed out a couple of points that I should’ve clarified. It gave me a better idea of how to prepare my own handover. By breaking down the ISOBAR properly and focusing on the relevant data we were able to develop an accurate plan as per nursing standard 5.1 (Nursing and Midwifery Board of Australia [NMBA], 2016). I made a simple temperature measurement look difficult. I didn’t want to hurt my patient, so I carefully placed the thermometer just inside the ear. My patient mentioned it wasn’t in far enough and a measurement of 34.9 confirmed this. A

second attempt gave an accurate reading of 36.7, except my patient winced as I had placed the probe too far down the ear canal. Hurting my patient was my worst fear and goes against the 5th standard of national safety standards that nurses comply with (Australian Commission on Safety and Quality in Health Care [ACSQHC], 2017).

Analysis Communication is important, so in future I need to make sure that I do identify all key data when I’m reading back so that nothing is left out. I corrected that when I prepared my own handover by communicating the relevant data clearly for my partner to interpret (ACSQHC, 2017). I need to place the technique of using the thermometer at the same level of importance as the rest of my nursing practice (NMBA, 2016). My ignorance of something quite minor was my undoing, and the rest of the assessment ended up being uncomplicated because I gave it more focus.

Conclusion I still require further practice with handovers which I know I’m going to get as I develop. If I compare where I was at the start of semester to this workshop, I can say that I am getting better at identifying relevant data and ensuring that I seek clarification on anything I’ve missed. Since my mishap with the temperature measurement, I have practiced the technique and feel more confident in my ability to ensure the patient feels comfortable.

Action Plan - Communicate clearly when handing over and ensure all relevant data can be interpreted easily. - Seek clarification during my read back.

- Keep a positive mindset, as that can affect my ability to deliver proper care.

References Australian Commission on Safety and Quality in Health Care. (2017). National Safety and Quality Health Service Standards (2nd ed.). Nursing and Midwifery Board of Australia. (2016). Registered nurse standards for practice. https://www.nursingmidwiferyboard.gov.au/Codes-GuidelinesStatements/Professional-standards.aspx...